Tipe Belajar Auditori Siswa Disleksia SMP Innovative School Cianjur: Tinjauan Filsafat Montessori
DOI:
https://doi.org/10.31004/basicedu.v9i6.10953Keywords:
Disleksia; Tipe Belajar Auditori; Sekolah Inklusif; Filosofi Montessori.Abstract
Kesulitan membaca pada siswa disleksia di sekolah inklusif kerap dipengaruhi oleh belum adanya pemetaan gaya belajar yang tepat, sehingga dukungan pembelajaran menjadi kurang optimal. Penelitian ini bertujuan mengidentifikasi kecenderungan gaya belajar dominan siswa disleksia serta menganalisis keterpaduannya dengan penerapan prinsip pembelajaran berbasis filosofi Montessori. Penelitian menggunakan desain kualitatif deskriptif dengan teknik pengumpulan data berupa observasi kelas, wawancara mendalam, dan telaah dokumen pembelajaran. Hasil penelitian menunjukkan bahwa siswa disleksia memiliki kecenderungan gaya belajar auditori, yang tercermin dari respons positif terhadap instruksi verbal serta kemampuan mengingat dan mereproduksi informasi secara lisan. Penerapan lingkungan belajar Montessori memperkuat efektivitas pembelajaran auditori melalui aktivitas berbasis narasi, dialog, dan stimulasi sensorik yang terstruktur. Namun, hambatan pada keterampilan membaca dan menulis masih ditemukan sehingga memerlukan penguatan strategi multisensori. Studi ini menegaskan kebaruan berupa integrasi filosofi Montessori dengan pemetaan gaya belajar auditori sebagai dasar pengembangan strategi pembelajaran yang lebih kontekstual bagi siswa disleksia di sekolah inklusif Indonesia
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