Kurikulum Berbasis Subject Centered Design untuk Anak Berkebutuhan Khusus di Sekolah Minggu Tunas Pekabaran Injil Gereja Protestan Maluku Klasis Masohi

Imbing, Roy (2024) Kurikulum Berbasis Subject Centered Design untuk Anak Berkebutuhan Khusus di Sekolah Minggu Tunas Pekabaran Injil Gereja Protestan Maluku Klasis Masohi. S2 thesis, Universitas Kristen Indonesia.

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Abstract

Penelitian ini menyelidiki implementasi Kurikulum Berbasis Subject Centered Design di Sekolah Minggu Tunas Pekabaran Injil Gereja Protestan Maluku Klasis Masohi, khususnya dalam mendukung anak-anak berkebutuhan khusus. Studi ini melibatkan pendekatan partisipatif untuk memahami kebutuhan dan karakteristik individual anak-anak. Hasil penelitian menunjukkan bahwa kurikulum ini memberikan penyesuaian yang signifikan dalam strategi pembelajaran, menciptakan lingkungan inklusif dan responsif. Implementasi kurikulum berfokus pada pengembangan karakter, iman, dan moral anak-anak, dengan penekanan pada nilai-nilai spiritual. Kolaborasi yang meningkat antara guru Sekolah Minggu dan orang tua juga menjadi aspek penting dalam mendukung pembelajaran anak-anak berkebutuhan khusus. Temuan ini memberikan kontribusi positif terhadap pemahaman kurikulum pendidikan agama bagi anak-anak dengan kebutuhan khusus. Kata kunci: Kurikulum Berbasis Subject Centered Design, Anak Berkebutuhan Khusus, Sekolah Minggu. / This research investigates the implementation of Subject Centered Design-Based Curriculum in Sunday School Tunas Pekabaran Injil of the Protestant Church of Maluku in the Masohi Classis, particularly in supporting children with special needs. The study employs a participatory approach to understand the individual needs and characteristics of the children. The results indicate that the curriculum provides significant adjustments in teaching strategies, creating an inclusive and responsive environment. The implementation of the curriculum focuses on the development of character, faith, and morals, with an emphasis on spiritual values. Enhanced collaboration between Sunday School teachers and parents also emerges as a crucial aspect in supporting the learning of children with special needs. These findings contribute positively to the understanding of religious education curricula for children with special needs. Keywords: Subject Centered Design-Based Curriculum, Children with Special Needs, Sunday School

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