PENGEMBANGAN STRATEGI PEMBELAJARAN FISIKA UNTUK SISWA TUNANETRA KELAS VIII DI MTs LB/A YAKETUNIS

The research has purposed to (1) develop the physics learning strategy properly based on the inclusive education for 8th-grade students of MTs LB/A Yaketunis, and (2) know the quality of the physics learning strategy that uses the inclusive strategy basis developed by the experts’ assessment such as the strategy expert, the subject material expert, linguist, and the inclusive education expert. It is an R&D research that uses a procedural module with adapted development research procedures from the IDI model, developed by UCIDT. The procedures include three main steps: (1) define, (2) develop, and (3) evaluate. The research stages are closed to the validation and assessment stage. The strategy and the learning implementation plan experts use the Likert Scale with checklist form for both of the research instruments: the strategy assessment quality sheet and the learning implementation plan (RPP). The result of the research shows that (1) the physics learning strategy for blind students based on the inclusive education can be achieved successfully by using Instructional Development Institute (IDI) model. The development stages that are used in this model are (a) the defining stage (defining), (b) the development stage (developing), and (c) the evaluation stage (evaluating). The learning stage strategies consist of (a) the blind student analysis stage, (b) the orientation stage, (c) the presentation or demonstration stage, (d) the structured practice stage, (e) the guided practice stage, and (f) the self-training and evaluation stage. The blind student analysis stage performs activities such as assessment, capability mapping, and the students’ needs grouping. The orientation stage activities are conveying goals and giving motivation to the students. The presentation or demonstration stage activity is informing the subjects to the students. The structured practice stage activity is organizing the students to study. The guided practice stage activity is guiding the students to learn. Lastly, the self-training and evaluation stage activities are confirming, clarifying, and concluding the physic subject, giving reward to the students, giving a follow-up conclusion to the final assessment, and obtaining the teaching-learning outcomes. (2) The assessment of the physics learning strategy to 8th-grade blind students in MTs LB/A Yaketunis involves the learning strategy and the learning implementation plan experts. The strategy quality that has been successfully developed by the experts shows an excellent result. The ideal percentage is 87.08%. Based on the learning implementation expert, the learning process result is excellent with an ideal percentage of 91.23%