Persepsi dan Pengalaman Guru dalam Mengimplementasikan Pembelajaran Ekonomi untuk Siswa ABK Sekolah Luar Biasa

Meyta Pritandhari, Galuh Sandi, Rahmawati Rahmawati, Suroto Suroto, Fiarika Dwi Utari, Aulia Syifa Zulkarnaen, Aldi Pranoto, Rendi Bagas Saputra

Abstract


This study aims to explore teachers’ perceptions and experiences in implementing economics learning for students with Special Needs (ABK) at the Insan Madani Special Needs School (SLB) in Metro City. This study used a qualitative approach with a phenomenological type. Data were collected through interviews, observations, and documentation of teachers who teach economics and life skills. The results of the study indicate that teachers have a positive perception of the importance of economics learning in fostering the independence of students with special needs. Economics material is considered a practical provision for practicing life skills, such as recognizing money, conducting simple transactions, and saving. Teachers apply contextual and practical learning strategies by utilizing concrete media and simple technology. Despite facing obstacles such as limited facilities, differences in student abilities, and a lack of specific curriculum guidelines, teachers continue to innovate through collaboration with parents and colleagues. Overall, economics learning at the SLB plays an important role in shaping the independence, creativity, and readiness of students with special needs to participate in social and economic life.

Keywords: Children with Special Needs (ABK), Economy, Learning.

Doi: https://doi.org/10.23960/JIPS/v6i2.69-75


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