Latar belakang penelitian adalah penerapan implementasi kurikulum pendidikan jasmani adaptif masih jauh dari apa yang diharapkan dan di dalam pelaksanaannya masih banyak yang belum tercapai hal ini dapat dilihat dari pelaksanaannya manajemen kurikulum yang merupakan pokok kegiatan terencana meliputi bidang perencanaan, dan pengembangan, pelaksanaan dan perbaikan kurikulum. Proses tersebut bertujuan secara beruntun meliputi: (1) Perencanaan, (2) Pengorganisasian, (3) Pengstafan, (4) Pengawasan. Sedangkan di dalam pelaksanaannya meliputi : (1) Sumber daya penunjang, (2) Proses pembelajaran, dan (3) Usaha atau kesulitan serta usaha guru dalam mengajar dan berinteraksi dengan siswa.
Metode penelitian yang digunakan adalah metode penelitian kualitatif yang dikemukakan oleh Sugiyono dan mengunakan teknik pengumpulan data menggunakan Observasi, Wawancara dengan informan meliputi kepala sekolah, guru pendidikan jasmani olahraga dan kesehatan, pegawai tata usaha pada setiap sekolah luar biasa seKota Pekanbaru, dan pengawas sekolah luar biasa Kota Pekanbaru, dan Studi dokumentasi.
Hasil perencanaan kurikulum pendidikan jasmani adaptif di 6 SLB Kota Pekanbaru, hanya SLB Cendana yang merencanakan kurikulum pendidikan jasmani adaptif. Pengorganisasian kurikulum hanya memiliki struktur organisasi dalam kepemerintahan dari Kemendikbud, Dinas Provinsi, Dinas Daerah, guru inti dan kepala sekolah. Sementara untuk di sekolah hanya memiliki tim. Tim dalam perencanaan, penyusunan, pengembangan dan penyesuaian kurikulum melibatkan kepala sekola, guru kelas, guru bidang studi, orang tua siswa. Pengawasan tidak berjalan dengan semestinya karena masih kurangnya tenaga pengajar dan pegawai SLB Kota Pekanbaru. Pengawasan yang dilakukan kepala sekolah sesuai dengan semestinya mulai dari perencanaan kurikulum sampai dengan pelaksanaan. Sementara pengawas PLB hanya memantau keadaan sekolah dan tidak melihat  pelaksanaan kurikulum. Sumber daya penunjang pendidikan jasmani adaptif tidak memadai dan masih harus diperhatikan pengandaan dan modifikasi untuk sarana dan prasarana. Proses pembelajaran pendidikan adaptif disesuaikan dengan kondisi fisik siswa. Kendala serta usaha guru dalam mengajar dan berinteraksi dengan siswa tidak memiliki kesulitan yang berarti.
Kesimpulan bahwa implementasi kurikulum pendidikan jasmani belum berjalan dengan semestinya karena tidak adanya perencanaan dan guru yang khusus mengajar penjasorkes. Masih kurangnya sumber daya penunjang yang mendukung kegiatan pembelajaran pendidikan jasmani adaptif.  

 Kata Kunci: Implementasi Kurikulum, Manajemen Kurikulum, Sumber Daya Penunjang, Proses Pembelajaran, Kendala Serta Usaha.

The implementation of physical education curriculum in practice has management constituting the specifics of planned activities including curriculum planning and development,  implementation and revision. Those processes included: (1) planning, (2) organization, (3) staffing, (4) supervision. Meanwhile, the implementation included: (1) supporting resource, (2) learning process, and (3) the constraints or the difficulties the teachers encountered and the solution to them in teaching and in interacting with the students.
This study was taken place in Pekanbaru City of Riau Province by taking 6 schools for students with disabilities (SLBs) as the location of research: SLB Sri Mujinab, SLB Cendana Rumbai, SLB Pelita Hati, SLB Negeri Pembina, SLB Melati Rumbai, and SLB Al-Faqih. Techniques of collecting data used were observation, interview with informants including headmasters, physical education, sport and health teachers, administrators in individual schools and supervisors of schools for students with disabilities (SLBs), and documentation study.
The result of adaptive physical education curriculum planning in 6 SLBs of Pekanbaru City showed that only SLB Cendana made the plan of adaptive physical education curriculum. Curriculum organization only had organizational structure in government from Kemendikbud (Cultural and Education Ministry), Provincial Service, Local Service, main teachers to headmasters. The school only had team. The curriculum developing, and adjustment team involved headmasters, classroom teachers, study field teachers, and students’ parents. Staffing did not run duly due to inadequate number of teaching staffs and employees in SLBs in Pekanbaru City. The supervision had been conducted duly by the headmasters from curriculum planning to implementation. Meanwhile PLB supervisors only monitored the condition of school and did not pay attention to the curriculum implementation. The supporting resource for adaptive physical education had been inadequate and the infrastructure procurement and modification still needed consideration. The process of adaptive education learning was adjusted with the students’ physical condition. The teachers did not encountered substantial difficulty or constraint in teaching and interacting with the students. In their approach, the teachers should be patient, sincerely and wholehearted.
The conclusion of research was that the implementation of physical education curriculum had not run duly yet because of no planning and no teacher  specifically teaching physical education, sport and health. The resource supporting the adaptive physical education learning activity was still inadequate. The adaptive physical education learning was adjusted with the children’s ability and condition.

 
Keywords: Implementation of curriculum, Curriculum Management, Learning Process, Constraint and Attempt.