PEMAHAMAN GURU SEKOLAH DASAR TENTANG PEMBELAJARAN INKLUSIF: STUDI KASUS DI SD N REPOK PUYUNG, LOMBOK TENGAH
Keywords:
Anak Berkebutuhan Khusus, Guru, Pendidikan Inklusi
Abstract
Tujuan dari penelitian ini adalah mengkaji profil pengetahuan guru terkait pembelajaran berbasis inklusi pada jenjang sekolah dasar. Penelitian merupakan penelitian kualitatif dengan pendekatan deskriptif. Untuk mendapatkan data tersebut peneliti melakukan wawancara kepada 3 orang guru di SDN Repok Puyung, Lombok Tengah. Sekolah ini dipilih karena sekolah terebut telah bekerjasama dengan tim INOVASI sebagai lembaga yang memayungi pelaksanaan pendidikan inklusi di sekolah-sekolah reguler di Lombok Tengah. Wawancara dan data hasil penelitian akan dianalisis berdasarakan 5 aspek pelaksanaan pembelajaran inklusi yang dirumuskan tim INOVASI yaitu; (1) Pendidikan Inklusi; (2) Profil Belajar; (3) Strategi Pembelajaran; (4) Adaptasi Pembelajaran; dan (5) Penataan Ruang Kelas. Hasil penelitian menunjukan bahwa pengetahuan guru terkait pembelajaran berbasis inklusi masih sangat kurang. Terutama untuk aspek pendidikan inklusi, guru masih belum memahami definisi, jenis-jenis, tipe-tipe pembelajaran berbasis pendidikan inklusi. Guru juga masih mengalami kesulitan dalam menentukan profil belajar siswa, khususnya untuk siswa yang berkebutuhan khusus (ABK).
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References
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Louth, S., & Jamieson-Proctor, R. (2019). Inclusion and engagement through traditional Indigenous games: enhancing physical self-efficacy. International Journal of Inclusive Education, 23(12), 1248–1262.
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Prabawati, W., & Mumpuniarti, M. (2020). Pendekatan Scientific dalam Implementasi Kurikulum 2013 bagi Peserta Didik dengan Hambatan Intelektual. JPK (Jurnal Pendidikan Khusus), 16(1), 1–7. https://doi.org/10.21831/jpk.v16i1.30345
Rahmi, I. (2021). The role of perceived social support on social skills of student with special needs. JPK (Jurnal Pendidikan Khusus), 17(1), 1–10. https://doi.org/10.21831/jpk.v17i1.39860
Reisdorf, B., & Rhinesmith, C. (2020). Digital inclusion as a core component of social inclusion. Social Inclusion, 12(2), 113–124. https://doi.org/10.17645/si.v8i2.3184
Slamet, & Santoso, J. (2012). Revalitas Sekolah Luar Biasa (SLB) Pasca Implementasi Program Pendidikan Inklusi. Jurnal Penelitian Humaniora, 13(1), 74–85.
Widyastono, H. (2007). Penyelenggara Pendidikan Inklusi Bagi Anak Berkelainan. Jurnal Pendidikan Dan Kebudayaan, 13(6), 314–324.
Cahyani, N. (2019). Psikodrama Untuk Meningkatkan Empati Siswa di Sekolah Inklusif. INKLUSI: Journal of Disability Studies, 6(2), 259–284. https://doi.org/10.14421/ijds.060204
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.) (4th ed.). Pearson.
Feriani, E. (2017). Interaksi Sosial Dosen Dengan Mahasiswa Difabel di Perguruan Tinggi Inklusif. Jurnal of Disability Studies, 4(2), 217–238. https://doi.org/10.14421/ijds.040204
Francisco, M. P. B., Hartman, M., & Wang, Y. (2020). Inclusion and special education. Education Sciences, 8(2), 453–467. https://doi.org/10.3390/educsci10090238
Garwood, J. D., & Loan, C. L. V. (2019). Pre-service educators’ dispositions toward inclusive practices for students with emotional and behavioural difficulties. International Journal of Inclusive Education, 12(4), 1332–1347.
Harrison, J. R., Soares, D. A., & Joyce, J. (2019). Inclusion of Students with Emotional and Behavioural Disorders in General Education Settings: a Scoping Review of Research in the US. International Journal of Inclusive Education, 23(12), 1209–1231.
Indraswati, D., Widodo, A., Rahmatih, A. N., Maulyda, M. A., & Erfan, M. (2020). Implementasi Sekolah Ramah Anak dan Keluarga di SDN 2 Hegarsari, SDN Kaligintung, dan SDN 1 Sangawana. Jurnal Kesejahteraan Keluarga Dan Pendidikan, 7(1), 51–62.
Irmayanti, R., & Yuliani, W. (2020). Peran Bimbingan dan Konseling di Sekolah Inklusif. JPK (Jurnal Pendidikan Khusus), 16(2), 87–93. https://doi.org/10.21831/jpk.v16i2.37011
Kurniawati, L. (2017). Inclusive Education Learning in Elementary Schools. Edutech, 16(2), 157–169.
Lattu, D. (2018). Peran Guru Bimbingan Konseling pada Sekolah Penyelenggara Pendidikan Inklusi. Jurnal Bimbingan Dan Konseling Terapan, 02(01), 61–67.
Lohmann, A., Wulfekuher, H., Wiedebusch, S., & Hensen, G. (2019). Parents’ Attitudes Towards Inclusive Education in Day Care Facilities. International Journal of Inclusive Education, 23(12), 1232–1247.
Louth, S., & Jamieson-Proctor, R. (2019). Inclusion and engagement through traditional Indigenous games: enhancing physical self-efficacy. International Journal of Inclusive Education, 23(12), 1248–1262.
Lustiyati, E. D., & Rahmuniyati, M. E. K. A. (2019). Aksesibilitas Saraba Sanitasi Bagi Difabel di Tempat Transportasi Umum. INKLUSI: Journal of Disability Studies, 6(1), 93–126. https://doi.org/10.14421/ijds.060105
Madyawati, L., & Zubadi, H. (2020). Pelayanan Anak Berkebutuhan Khusus di PAUD Inklusi. Insania, 3(1), 34–56.
Maghfiroh, M. (2018). Pendidikan Inklusi dan Perguruan Tinggi: Urgensi Penerapan Mata Kuliah Pendidikan Inklusi pada Semua Program Studi Jurusan Tarbiyah STAIN Pamekasan. Jurnal Tadris, 13(1), 66–77.
Maulyda, M. A., Hidayati, V. R., Rosyidah, A. N. K., & Nurmawanti, I. (2019). Problem-solving ability of primary school teachers based on Polya’s method in Mataram City. PYTHAGORAS: Jurnal Pendidikan Matematika, 14(2), 139–149. https://doi.org/https://doi.org/10.21831/pg.v14i2.28686
Miles, & Hubernasn. (1992). Analysis of qualitative data (terj). Press Library
Mochdiana. (2012). Difable Perception For Accessibility and Information of Public Transport in Jakarta. Journal of Civil Engginering Forum, 21(8), 1311–1318.
Qvortrup, A., & Qvortrup, L. (2018). Inclusion: Dimensions of inclusion in education. International Journal of Inclusive Education, 5(1), 65–78. https://doi.org/10.1080/13603116.2017.1412506
Prabawati, W., & Mumpuniarti, M. (2020). Pendekatan Scientific dalam Implementasi Kurikulum 2013 bagi Peserta Didik dengan Hambatan Intelektual. JPK (Jurnal Pendidikan Khusus), 16(1), 1–7. https://doi.org/10.21831/jpk.v16i1.30345
Rahmi, I. (2021). The role of perceived social support on social skills of student with special needs. JPK (Jurnal Pendidikan Khusus), 17(1), 1–10. https://doi.org/10.21831/jpk.v17i1.39860
Reisdorf, B., & Rhinesmith, C. (2020). Digital inclusion as a core component of social inclusion. Social Inclusion, 12(2), 113–124. https://doi.org/10.17645/si.v8i2.3184
Slamet, & Santoso, J. (2012). Revalitas Sekolah Luar Biasa (SLB) Pasca Implementasi Program Pendidikan Inklusi. Jurnal Penelitian Humaniora, 13(1), 74–85.
Widyastono, H. (2007). Penyelenggara Pendidikan Inklusi Bagi Anak Berkelainan. Jurnal Pendidikan Dan Kebudayaan, 13(6), 314–324.
Published
2021-12-31
How to Cite
Maulyda, M. A., Rosyidah, A. N. K., & Erfan, M. (2021). PEMAHAMAN GURU SEKOLAH DASAR TENTANG PEMBELAJARAN INKLUSIF: STUDI KASUS DI SD N REPOK PUYUNG, LOMBOK TENGAH. Didaktik : Jurnal Ilmiah PGSD STKIP Subang, 7(02), 494 - 5`13. https://doi.org/10.36989/didaktik.v7i02.217
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