KESULITAN BELAJAR PADA MURID KELAS V SD MUHAMMADIYAH MUHAMMADIYAH WARINGINSARI TAHUN AJARAN 2009/2010
(Laporan Studi Kasus)
Oleh : Azharul Fazri Siagian 06020053
Sebagai Salah Satu Tugas Mata Kuliah Model Model Konseling SD Pada Jurusan Ilmu Pendidikan Program Studi Psikologi Pendidikan dan Bimbingan
SEKOLAH TINGGI KEGURUAN DAN ILMU PENDIDIKAN (STKIP) MUHAMMADIYAH PRINGSEWU LAMPUNG 2010
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HALAMAN PENGESAHAN
Judul
: Kesulitan Belajar Murid Kelas V SD Muhammadiyah Waringinsari Tahun Ajaran 2009/2010
Nam Namaa Mah Mahas asis iswa wa NPM
: Azh Azhar arul ul Fazr Fazrii Siag Siagia ian n
: 06020053
Program St Studi
: Pe Pendidikan Ps Psikologi da dan Bi Bimbingan
Tugas ini telah disetujui dan disyahkan oleh Dosen Pengampu Mata Kuliah Model Model Konseling SD. Pada tanggal, ..........................2010 ..........................2010 Di STKIP M. Pringsewu Lampung
Meyetujui, Dosen Pengampu
Eka Sari Setianingsih, S. Pd.
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KATA PENGANTAR
Puji syukur kepada Allah SWT, karena atas rahmat dan hidayah-Nya kami dapat menyelesaikan makalah ini dengan tepat waktu. Studi Kasus ini di susun sebagai salah satu tugas mata kuliah Model Model Konseling Anak SD.. Selesainya Selesainya studi kasus ini, tidak lepas dari bantuan dan bimbingan bimbingan dari berbagai berbagai pihak. Oleh karena itu dalam kesempatan ini kami mengucapkan banyak terima kasih kepada : 1.
Ibu Ibu Eka Eka Seti Setian anin ings gsih ih,, S. Pd., Pd., seba sebaga gaii dose dosen n peng pengam ampu pu mata kulia kuliah h Mode Modell Model Konseling Anak SD.
2.
Semu Semuaa reka rekan-r n-rek ekan an dan dan piha pihakk-pi piha hak k terka terkait it yang yang sudah sudah memb membnt ntu u dala dalam m Penyusunan makalah ini.
Penulis Penulis menyadari bahwa penyusuna penyusunan n studi studi kasus kasus ini masih jauh dari sempurna, sempurna, oleh karena itu penulis mengharapkan kritik dan saran yang membangun demi memperbaiki dalam kesempatan berikutnya. Akhirnya penulis mengucapkan semoga dapat bermanfaat bagi kita semua. Amin Pringsewu, 07 Januari 2010 Penulis
Azharul Fazri Siagian NPM. 06020053
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DAFTAR ISI
HALAMAN HALAMAN JUDUL... JUDUL........ .......... .......... ......... ......... .......... .......... .......... .......... .......... .......... .......... .......... ............. ............ ....
i
HALAMA HALAMAN N PENGE PENGESA SAHAN HAN... ...... ...... ...... ...... ...... ...... ...... ...... ...... ...... ...... ...... ...... ...... ...... ...... ...... ...... ....... ........ ....
ii
KATA PENGANTA PENGANTAR... R........ .......... .......... .......... .......... .......... .......... .......... .......... .......... .......... .......... .......... ......... ......... .....
iii
DAFTAR DAFTAR ISI........ ISI............. .......... .......... .......... .......... .......... .......... .......... .......... .......... .......... .......... .......... ............. .................. ..........
iv
BAB I
PENDAHULUAN A................................................................................Latar Belaka Belakang ng Masalah Masalah... ...... ...... ...... ...... ...... ...... ...... ...... ...... ....... ........ ........ ........ ........ ....... ...
1
B................................................................................Profil Sekola Sekolah.. h..... ...... ...... ...... ...... ...... ...... ...... ...... ...... ...... ...... ...... ...... ...... ...... ...... ....... ........ ........ ........ ......
3
C................................................................................Identifikasi Siswa. Siswa.... ...... ...... ...... ...... ...... ...... ...... ...... ...... ...... ...... ...... ...... ...... ....... ........ ........ ........ ........ ........ ....... ... BAB II
PEMBAHASAN A. Iden Identi tifi fika kasi si Kesu Kesuli lita tan n Bela Belaja jar. r... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... ..
BAB III
3
5
1.
Defenisi Kesulitan Belajar......................
5
2.
Identifikasi Kesulitan Belajar..................
3
B. Laya Layana nan n Yang Yang Tela Telah h Diber Diberik ikan an.. .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... ..
13
C. Layan ayanan an Yan Yang Bel Belum um Dib Diberik erikan an dan dan Ala Alasa san n.... ...... .... .... ....
14
D. Hasi Hasil. l... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... ..... ...... .....
15
PENUTUP A. Kesimp Kesimpula ulan.. n..... ...... ...... ...... ...... ...... ...... ...... ...... ...... ...... ...... ...... ...... ...... ...... ...... ...... ...... ...... ..... ..
17
B. Saran. Saran.... ...... ...... ...... ...... ...... ...... ...... ...... ...... ...... ...... ...... ...... ...... ...... ...... ...... ...... ...... ...... ....... ........ ...... ..
17
DAFTAR PUSTAKA
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BAB I PENDAHULUAN
A. Lata Latarr Be Belaka lakang ng
Sebagai seorang guru yang sehari-hari mengajar di sekolah, tentunya tidak jarang harus menangani anak-anak yang mengalami kesulitan dalam belajar. Anak-a Anak-anak nak yang yang seperti sepertinya nya sulit sulit sekali sekali menerim menerimaa materi materi pelajar pelajaran, an, baik baik pelaj pelajaran aran membac membaca, a, menuli menulis, s, serta serta berhit berhitung ung yang yang merupa merupakan kan kebutu kebutuhan han dasa dasarr yang yang akan akan dipe dipela laja jari ri pada pada saat saat seko sekolah lah dasa dasar. r. Hal Hal ini ini terka terkada dang ng membuat guru menjadi frustasi memikirkan bagaimana menghadapi anakanak seperti ini. Demikian juga para orang tua yang memiliki anak-anak yang memiliki kesulitan dalam belajar. Harapan agar anak mereka menjadi anak yang pandai, mendapatkan nilai yang baik di sekolah menambah kesedihan mereka ketika melihat kenyataan bahwa anak-anak mereka kesulitan dalam belajar.
Akan tetapi yang lebih menyedihkan adalah perlakuan yang diterima anak yang yang meng mengal alami ami kesu kesuli lita tan n bela belajar jar dari dari oran orang g tua tua dan dan guru guru yang yang tida tidak k mengetahui mengetahui masalah yang sebenarnya, sebenarnya, sehingga sehingga mereka mereka memberikan memberikan cap kepada anak mereka sebagai anak yang bodoh, tolol, ataupun gagal tanpa
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memahami dan menelusuri latar belakang, sebab akibat kenapa anka tersebut mengalami kegagalan dalam belajar. Fenomena ini kemudian menjadi perhatian para ilmuan yang tertarik dengan masa masala lah h kesu kesuli lita tan n bela belajar jar.. Begi Begitu tu juga juga para para maha mahasi sisw swaa yang yang pada pada saat saat melakukan penelitian di sekolah dasar melihat bahwa kebanyakan guru belum maksimal dalam upaya pemberian bantuan terhadap kesulitan belajar ank di sekolah. Untuk itu penulis terpanggil untuk memberikan beberapa masukan dan saran kepada pihak sekolah yang diteliti.
Adalah Sekolah Dasar Muhammadiyah Waringinsari Kecamatan Sukoharjo. Kalau Kalau diliha dilihatt dari dari profil profilnya nya,, sekola sekolah h ini termasu termasuk k sekola sekolah h unggul unggulan an di Kecamatan Sukoharjo. Hal ini dibuktikan dengan pemantauan peneliti sendiri setelah melihat beberapa piagam dan piala baik itu di bidang akademiik, olahraga, maupun seni budaya. Dan ketika peneliti sendiri mewawancarai Kepa Kepala la Seko Sekola lah, h, Bapa Bapak k Suda Sudart rto, o, S. Ag., Ag., memb memben enark arkan an akan akan hal hal itu. itu. Keungg Keunggula ulan n sekola sekolah h ini juga juga ditand ditandai ai dengan dengan hasil hasil dari dari Badan Badan akredi akreditas tasii Sekolah Kabupaten Tanggamus Tahun 2008 dengan predikat nilai B (plus).
Walaupun Walaupun demikian, demikian, tentunya tentunya walaupun walaupun sekolah sekolah ini merupakan merupakan termasuk sekolah unggulan, peneliti mengamati tentang pelayanan bantuan bimbingan belajar terhadap siswa masih belum berjalan dengan baik. Untuk itu dalam
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makalah ini penulis akan mencoba melakukan penelitian terhadap 2 murid kelas 5 (lima).
B. Pro Profil fil Seko Sekola lah h
Profil SD Muhammadiyah Waringinsari ini merupakan salah satu sekolah unggul unggulan an di Kecamat Kecamatan an Sukoha Sukoharjo rjo Kabupa Kabupaten ten Prings Pringsewu ewu.. Adapu Adapun n profil profil sekolah ini sebagaimana terlampir.
C. Iden Identi tifi fika kasi si Sis Siswa wa
1. Identifikas Identifikasii Siswa Siswa A dan dan Orang Orang Tua Tua A a. Siswa Nama Temp Tempat at Tang Tangga gall Lahi Lahirr Nis
: Bagas Zakariya : Warin Waringi gins nsar ari, i, 26 26 Apri Aprill 1997 1997 : 9977236224
Kelas
: V (lima)
Jenis Kelamin
: Laki-laki
Agama
: Islam
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Pekerjaan
: Petani
Ibu
: Sunarti
Pekerjaan
: Ibu Rumah Tangga
2. Identifikas Identifikasii Siswa Siswa B dan dan orang orang tua B a. Siswa Nama Temp Tempat at Tan Tangg ggal al Lah Lahir ir Nis
: Anwar Sayuti : Wari Waring ngin insa sari ri,, 12 Mei 1998 1998 : 9987099945
Kelas
: V (lima)
Jenis Kelamin
: Laki-laki
Agama
: Islam
Pend Pendid idik ikan an sebe sebelu lumn mnya ya : Alamat Siswa
: Waringinsari Kecamatan Sukoharjo
2. Oran Orang g Tu Tua Ayah
: Maslah
Pekerjaan
: Petani/ Ustadz
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BAB II PEMBAHASAN
A. Identi Identifik fikasi asi Kesuli Kesulitan tan Belaja Belajarr
1. Defeni Defenisi si Kesuli Kesulitan tan Belajar Belajar Aktifitas belajar bagi setiap individu, tidak selamanya dapat berlangsung secara secara wajar. wajar. Kadang Kadang-kad -kadang ang lancar, lancar, kadang kadang-kad -kadang ang tidak, tidak, kadang kadang-kadang dapat cepat menangkap apa yang dipelajari, kadang-kadang terasa amat sulit. Dalam hal semangat, terkadang semangatnya tinggi, tetapi juga sulit untuk mengadakan konsentrasi. Demikian kenyataan yang sering kita jum jumpa paii pada pada seti setiap ap anak anak didi didik k dala dalam m kehi kehidu dupa pan n seha sehariri-ha hari ri dalam dalam kaitan kaitannya nya dengan dengan aktifi aktifitas tas belaja belajar. r. Setiap Setiap indivi individu du memang memang tidak tidak ada yang sama. perbedaan individu ini pulalah yang menyebabkan perbedaan tingkah laku dikalangan anak didik. “dalam keadaan di mana anak didik /
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disebabkan disebabkan karena factor intelligensi intelligensi yang rendah (kelaianan (kelaianan mental), akan tetapi dapat juga disebabkan karena faktor lain di luar intelligensi. Dengan demikian, IQ yang tinggi belum tentu menjamin keberhasilan belajar. Dengan demikian dapat dikatakan bahwa kesulitan belajar adalah suatu kondisi proses belajar yang ditandai hambatan-hambatan tertentu dalam mencapai hasil belajar.
Dala Dalam m kegi kegiata atan n pemb pembel elaj ajara aran n di seko sekola lah, h, kita kita diha dihada dapk pkan an deng dengan an sejuml sejumlah ah karakt karakteri eriskt sktik ik siswa siswa yang yang berane beraneka ka ragam. ragam. Ada siswa siswa yang yang dapat menempuh menempuh kegiatan kegiatan belajarnya secara lancar dan berhasil berhasil tanpa mengalami kesulitan, namun di sisi lain tidak sedikit pula siswa yang justru justru dalam belajarnya mengalami berbagai berbagai kesulitan. kesulitan. Kesulitan belajar sisw siswaa ditu ditunj njuk ukka kan n oleh oleh adan adanya ya hamb hambat atan an-ha -hamb mbat atan an tert terten entu tu untu untuk k mencapai hasil belajar, dan dapat bersifat psikologis, sosiologis, maupun fisiologis fisiologis,, sehingga sehingga pada akhirnya akhirnya dapat menyebabkan menyebabkan prestasi prestasi belajar belajar yang dicapainya berada di bawah semestinya.
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proses proses belajar belajar seseorang seseorang terganggu terganggu karena karena timbulnya timbulnya respons respons yang berten bertentan tangan gan.. Pada Pada dasarn dasarnya, ya, yang yang mengal mengalami ami kekacau kekacauan an belaja belajar, r, potensi potensi dasarnya dasarnya tidak dirugikan, dirugikan, akan tetapi belajarnya terganggu atau atau terhamb terhambat at oleh oleh adanya adanya respons respons-re -respo spons ns yang yang berten bertentan tangan gan,, sehingga hasil belajar yang dicapainya lebih rendah dari potensi yang dimilikinya. Contoh : siswa yang sudah terbiasa dengan olah raga keras seperti karate, tinju dan sejenisnya, mungkin akan mengalami kesu kesuli litan tan dalam dalam bela belaja jarr mena menari ri yang yang menu menunt ntut ut gerak gerakan an lema lemahhgemulai.
b. Learning Disfunction merupakan kan gejala gejala dimana dimana proses proses belajar belajar Disfunction merupa yang yang dila dilaku kuka kan n sisw siswaa tida tidak k berfu berfung ngsi si deng dengan an baik baik,, mesk meskip ipun un sebenarnya siswa tersebut tidak menunjukkan adanya subnormalitas ment mental al,, gang ganggu guan an alat alat indr indra, a, atau atau gang ganggu guan an psik psikol olog ogis is lainn lainnya ya.. Contoh : siswa yang yang memiliki postur tubuh yang tinggi atletis dan sangat sangat cocok cocok menjad menjadii atlet atlet bola bola volley volley,, namun namun karena karena tidak tidak pernah dilatih bermain bola volley, maka dia tidak dapat menguasai
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sangat unggul (IQ = 130 – 140), namun prestasi belajarnya biasa-biasa saja atau malah sangat rendah.
d. Slow Learner atau lambat belajar adalah siswa yang lambat dalam prose prosess belaja belajar, r, sehing sehingga ga ia membut membutuhk uhkan an waktu waktu yang yang lebih lebih lama lama diband dibanding ingkan kan sekelo sekelompo mpok k siswa siswa lain lain yang yang memili memiliki ki taraf taraf potens potensii intelektual yang sama.
e. Learning Disabilities Disabilities atau ketidakmampuan belajar mengacu pada gejala dimana siswa tidak mampu belajar atau menghindari belajar, sehingga hasil belajar di bawah potensi intelektualnya.
2. Identifikas Identifikasii Kesulitan Kesulitan Belajar Belajar Siswa Siswa
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Under Achiever dan AS memiliki kesulitan belajar Slow Leaner (lambat dalam belajar). Adapun Adapun sebab penulis menyimpul menyimpulkan kan kesulitan kesulitan belajar belajar tersebut setelah melakukan analisis seperti yang dijelaskan berikut ini : a. Peng Pengum umpu pulan lan Data Data Dida Didala lam m peng pengum umpu pula lan n data data penu penuli liss memp memper erol oleh eh data data tent tentan ang g kesu kesuli litan tan bela belaja jarr ters terseb ebut ut meng menggu guna naka kan n meto metode de obse observ rvas asii dan dan wawancara (interview) dengan wali kelas V yaitu Ibu Ismawati S. Pd.
Adapun data yang diperoleh yaitu jumlah keseluruhan murid adalah 28 orang, yang terdiri dari 18 laki-laki dan 10 perempuan. Dari jumlah keselu keseluruh ruhan an murid murid tersebu tersebutt sebena sebenarny rnyaa kesuli kesulitan tan belajar belajarnya nya tidak tidak terlalu banyak hanya beberapa macam. Namun untuk kedua murid ini memiliki kesulitan belajar. Seperti yang disampaikan Wali Kelas V
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menangkap pelajaran hal ini juga disampaikan oleh teman-teman guru bidang studi”.
Setelah penulis melakukan interviu, sudah bisa kami simpulkan apa sebenarnya kesulitan belajar yang dialami kedua murid tersebut.
b. b. Peng Pengol olah ahan an Dat Dataa Sete Setela lah h
mela melaku kuka kan n
wawa wawanc ncar ara. a. Penu Penuli liss
peng pengum umpu pula lan n suda sudah h
data data mela melalu luii
mema memaha hami mi bahw bahwaa
obse observ rvas asii muri murid d
dan dan
ters terseb ebut ut
mengalami kesulitan belajar yang berbeda. Seperti yang disampaikan wali kelas V, kami menyimpulkan bahwa :
1) BZ itu kesulitan kesulitan belajarnya belajarnya adalah adalah Under Achiever Achiever yakni mengacu
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c. Diag Diagno nosi siss Setelah Setelah menyimpulk menyimpulkan an masalah masalah yang dialami kedua murid tersebut. tersebut. Timbulnya masalah yang dihapi BZ dan AS disebabkan oleh faktor yaitu : 1)
BZ Setelah melihat data-data sendiri dan mendapat hasil home visit wali wali kelas, kelas, dapat dapat diliha dilihatt bahwa bahwa latar latar belaka belakang ng keluar keluarga ga yang yang berasal dari petani dan ibu hanya sebagai ibu rumah tangga. Di rumah BZ jarang diperhatikan belajarnya. Dan perhatian khusus kedua orang tuanya tentang perkembangan belajarnyapun jarang.
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Latar Latar belaka belakang ng keluar keluargan ganya ya sama sama dengan dengan BZ, namun namun AS ini memang memang memili memiliki ki keterla keterlamba mbatan tan menagk menagkap ap pelaja pelajaran. ran. Hal ini disebabkan kurang perhatiannya orang tuanya tetang kebutuhan gizi gizi dan dan vita vitami min n bagi bagi AS. AS. Itu terb terbuk ukti ti keti ketika ka meli meliha hatt menu menu makanan sehari-hari sangatlah jauh dari 4 sehat lima sempurna. Ditamb Ditambah ah lagi lagi orang orang tuanya tuanya diruma dirumah h acuh-t acuh-tak ak acuh acuh terhad terhadap ap proses belajarnya
d. Prog Progno nosi siss Setelah melakukan diagnosis kesulitan belajar murid tersebut, pihak sekolah melalui wali kelas telah melakukan beberapa hal yakni : 1)
Bim Bimbin bingan gan Pri Prib badi adi
2) Kunj Kunjun unga gan n Rum Rumah ah (hom (homee vis visit it))
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sekola sekolah h selalu selalu member memberika ikan n inform informasi asi kepada kepada orang orang tua masing masing-masing masing terkait terkait ada atau atau tidakn tidaknya ya perkem perkemban bangan gan hasil hasil belajar belajar keda keda murid tersebut. B. Laya Layana nan n Yang Yang Tel Telah ah Dib Diber erik ikan an
Dalam memberikan memberikan pemahaman pemahaman demi kelancaran kelancaran dan keberhasilan keberhasilan murid di SD Muhammadiyah Waringinsari, pihak sekolah telah memberikan beberapa layanan, yaitu : 1. Layana Layanan n Orient Orientasi asi
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4. Layana Layanan n Pemb Pembelaj elajara aran n Layanan ini diberikan agar murid mampu melaksanakan kegiatan belajar dengan baik dan seoptimal mungkin, baik di sekolah maupun di rumah.
5. Layana Layanan n Bimbing Bimbingan an Kelompok Kelompok
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Adapun Adapun layanan layanan yang belum diberikan diberikan adalah layanan konseling konseling kelompok. kelompok. Hal Hal ini ini dise diseba babk bkan an kare karena na peny penyel eles esai aian an masa masala lah, h, piha pihak k seko sekola lah h lebi lebih h cendrung dengan cara konseling individu. Apalagi di kelas V sendiri yang menagalami kesulitan belajar terjadi hanya ke beberapa murid saja. D. Hasil
Setelah melakukan tahapan untuk menyimpulkan masalah kesulitan belajar pada BZ dan AS, penulis menyarankan kepada wali kelas V (lima) agar memberikan layanan kepada dua murid tersebut.
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dapat juga diubah dan untuk meningkatkan prestasi anak underachiever dapat dilakukan dengan membangun self-esteem, meningkatkan konsep diri, diri, mening meningkat katkan kan motiva motivasi si intrin intrinsik sik dan ekstri ekstrinsi nsik, k, mengaj mengajari ari cara belajar (study skills), manajemen waktu dan mengatasi kekurangannya dalam hal akademik.
2. A S Sepeti yang sudah penulis sampaikan di atas. Bahwa kesulitan belajar As
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sanggup, sanggup, bisa mencarikan mencarikan guru pembimbin pembimbing g khusus khusus di rumah (les privat) yang tujuannya agar AS dapat diajari dengan perhatian penuh dari satu orang guru pembimbing. BAB III PENUTUP
A. Kesimpulan
Berdasarkan hasil penelitian yang penulis buat. Dapat disimpulkan bahwa
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B
Saran
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Untuk BZ agar meningkatkan kualitas belajarnya dengan saran dari guru dan orangtua masing-masing.
DAFTAR PUSTAKA
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KESULITAN BELAJAR PADA MURID KELAS V
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