The Needs Analysis of Student Team Achievement Division Learning Model Development to Improve Science Learning Achievement of Children With Special Needs in Inclusive School

Abstract

This study aims to analyze the need for developing a student team achievement division learning model to improve the science learning achievement of children with special needs in inclusive schools. Analysis of the needs of this learning model uses qualitative research. Data collection uses interviews. The data analysis technique used is descriptive analysis. The research respondents were special assistant teachers and 1 class teacher at 6 inclusive schools in the city of Surakarta. This research is limited to the analysis of learning needs in the science learning process conducted in inclusive schools. The results of this study indicate that 83% of teachers in inclusive schools still use conventional method that is lecture method in delivering science material to students but they use student activity in evaluating their classes. The teacher distinguishes children with special needs from other regular children in giving assignments. 58% of teachers do not understand the STAD cooperative learning model. It can be concluded that the current learning in inclusive classes has not been able to accommodate the needs of characteristics of children with special needs in inclusive classes. It is proved by the learning achievements, especially the science learning achievements of children with special needs, which are lower than other children in their class. Therefore, it is necessary to develop a STAD learning model.