Model Concrete-Pictorial-Abstract Dan Team-Teaching Bagi Siswa Lamban Belajar di Madrasah

Abstrak

ABSTRACT

Previous studies on slow learner students have largely focused on the instructional planning stage, yet often overlooked the reality of teachers' tactical execution when directly facing students' confusion in the classroom. This article aims to describe and analyze the implementation of teacher strategies in directly guiding slow learners in the inclusive classroom of MI Al Hidayah 02 Betak. This field research employs a qualitative approach with a qualitative descriptive design. Data were collected through participant observation, in-depth interviews with key informants (the homeroom teacher and the shadow teacher), and documentation. The data analysis process applied the Miles and Huberman interactive model. The results indicate that the tactical execution of teacher strategies for slow learners centers on three essential aspects: (1) creating a pressure-free affective climate to reduce academic stress, (2) progressive cognitive transition by integrating fine motor activities into academic tasks through the Concrete-Pictorial-Abstract (CPA) model, and (3) collaborative intervention execution through a team-teaching scheme to provide real-time scaffolding. The findings of this study conclude that instructional scaffolding for slow learners in regular classrooms will not be optimal if burdened solely on one homeroom teacher, but highly depends on the harmonization of team-teaching and the CPA differentiation method.

Keywords: Instructional Implementation, Slow Learner, CPA Model, Team-Teaching, Inclusive Education.

ABSTRAK

Penelitian terdahulu mengenai siswa lamban belajar (slow learner) sebagian besar masih berfokus pada tahap perencanaan pembelajaran, namun sering kali mengabaikan realita eksekusi taktis guru saat berhadapan langsung dengan kebingungan siswa di dalam kelas. Artikel ini bertujuan untuk mendeskripsikan dan menganalisis pelaksanaan strategi guru dalam membimbing siswa slow learner secara langsung di kelas inklusif MI Al Hidayah 02 Betak. Penelitian lapangan ini menggunakan pendekatan kualitatif jenis deskriptif kualitatif. Pengumpulan data dilakukan melalui observasi partisipan, wawancara mendalam dengan informan utama (guru kelas dan guru pendamping), serta studi dokumentasi. Proses analisis data menerapkan model interaktif Miles dan Huberman. Hasil penelitian menunjukkan bahwa eksekusi taktis strategi guru bagi siswa slow learner berpusat pada tiga aspek esensial: (1) penciptaan iklim afektif yang bebas tekanan untuk mereduksi stres akademik, (2) transisi pemahaman kognitif progresif dengan mengintegrasikan aktivitas motorik halus ke dalam tugas akademik melalui model Concrete-Pictorial-Abstract (CPA), dan (3) eksekusi intervensi kolaboratif melalui skema team-teaching untuk memberikan scaffolding secara seketika (real-time). Temuan penelitian ini menyimpulkan bahwa pemberian scaffolding bagi siswa slow learner di kelas reguler tidak akan berjalan optimal jika hanya dibebankan pada satu guru kelas, melainkan sangat bergantung pada harmonisasi team-teaching dan metode diferensiasi CPA.

Kata Kunci: Pelaksanaan Pembelajaran, Slow Learner, Model CPA, Team-Teaching, Pendidikan Inklusif.