KESULITAN DAN UPAYA GURU KELAS DALAM MELAKSANAKAN PENDIDIKAN INKLUSIF DI SDN 179 SARIJADI

RAHMAH DWITA JULIANTI, - and Effy Mulyasari, - and Arie Rakhmat Riyadi, - (2025) KESULITAN DAN UPAYA GURU KELAS DALAM MELAKSANAKAN PENDIDIKAN INKLUSIF DI SDN 179 SARIJADI. S1 thesis, Universitas Pendidikan Indonesia.

Abstract

Implementasi pendidikan inklusif telah menjadi perhatian global, sebagaimana diamanatkan oleh Deklarasi Salamanca (1994) dan diakomodasi dalam berbagai kebijakan pendidikan nasional di Indonesia, seperti Permendikbud Nomor 70 Tahun 2009 tentang Pendidikan Inklusif. Namun, dalam praktiknya, penerapan pendidikan inklusif di sekolah dasar menghadapi berbagai tantangan, terutama bagi guru kelas yang menjadi ujung tombak pelaksanaan pembelajaran di ruang kelas. Berdasarkan hal tersebut, penelitian ini bertujuan untuk mengetahui serta mendeskripsikan kesulitan yang dihadapi guru kelas dalam melaksanakan pendidikan inklusif di SDN 179 Sarijadi, serta upaya yang dilakukan guru kelas untuk mengatasi kesulitan dalam melaksanakan pendidikan inklusif di SDN 179 Sarijadi sebagai upaya peningkatan kualitas pendidikan inklusif di tingkat sekolah dasar. Pendekatan yang digunakan dalam penelitian ini adalah pendekatan kualitatif dengan metodologi penelitian studi kasus. Teknik pengumpulan data dalam penelitian ini diperoleh melalui observasi, wawancara dan studi dokumentasi. Penelitian ini menunjukkan bahwa terdapat kesulitan guru kelas dalam melaksanakan pendidikan inklusif di SDN 179 Sarijadi terbagi menjadi tiga aspek: 1) Perencanaan pembelajaran, seperti kesulitan dalam menyusun indikator pembelajaran yang sesuai untuk PDBK, 2) Pelaksanaan pembelajaran, yang mencakup kesulitan dalam mengelola kelas inklusif dan menerapkan metode yang sesuai untuk seluruh peserta didik, 3) Evaluasi pembelajaran, termasuk tantangan dalam menyusun instrumen penilaian yang adil dan fleksibel bagi PDBK. Untuk mengatasi kesulitan tersebut, guru kelas juga melakukan berbagai upaya: 1) dalam aspek perencanaan, guru kelas memanfaatkan komunitas belajar dan workshop kurikulum untuk mengadaptasi indikator pembelajaran, serta memodifikasi modul ajar, 2) dalam aspek pelaksanaan, guru kelas menerapkan pendekatan individualisasi, menggunakan metode pembelajaran kooperatif, dan memanfaatkan tutor sebaya untuk mendukung PDBK, 3) dalam aspek evaluasi, guru kelas menyederhanakan instrumen penilaian, menyesuaikan evaluasi berdasarkan kemampuan peserta didik, dan fokus pada perkembangan sosial-emosional peserta didik. Penelitian ini menyarankan agar guru kelas memperluas dan memperdalam pemahaman tentang pendidikan inklusif melalui pelatihan yang lebih intensif, dan berkelanjutan, bekerja dengan sepenuh hati dan keikhlasan, serta menggali potensi, minat, dan bakat setiap peserta didik. Selain itu, perlu adanya dukungan yang lebih besar dari pihak sekolah dan pemerintah untuk menyediakan sarana dan prasarana, serta SDM yang memadai dan kompeten di bidangnya. The implementation of inclusive education has become a global concern, as mandated by the Salamanca Declaration (1994) and accommodated in various national education policies in Indonesia, such as Permendikbud Number 70 of 2009 on Inclusive Education. However, in practice, the implementation of inclusive education in primary schools faces various challenges, especially for classroom teachers who spearhead the implementation of learning in the classroom. Based on this, this study aims to find out and describe the difficulties faced by classroom teachers in organizing inclusive education at SDN 179 Sarijadi, as well as the efforts made by classroom teachers to overcome difficulties in organizing inclusive education at SDN 179 Sarijadi as an effort to improve the quality of inclusive education at the primary school level. The approach used in this research is a qualitative approach with a case study research methodology. Data collection techniques in this study were obtained through observation, interviews and documentation studies. This study shows that there are classroom teachers' difficulties in organizing inclusive education at SDN 179 Sarijadi are divided into three aspects: 1) Learning planning, such as difficulties in developing learning indicators that are appropriate for PDBK, 2) Learning implementation, which includes difficulties in managing an inclusive classroom and applying methods that are appropriate for all learners, 3) Learning evaluation, including challenges in developing fair and flexible assessment instruments for PDBK. To overcome these difficulties, class teachers also make various efforts: 1) in the planning aspect, classroom teachers utilize learning communities and curriculum workshops to adapt learning indicators, and modify teaching modules, 2) in the implementation aspect, classroom teachers apply an individualized approach, use cooperative learning methods, and utilize peer tutors to support PDBK, 3) in the evaluation aspect, classroom teachers simplify assessment instruments, adjust evaluations based on learners' abilities, and focus on learners' social-emotional development. This study recommends that classroom teachers expand and deepen their understanding of inclusive education through more intensive and sustainable training, work wholeheartedly and sincerely, and explore the potential, interests and talents of each learner. In addition, there needs to be greater support from the school and government to provide facilities and infrastructure, as well as adequate and competent human resources in their fields.

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Item Type:	Thesis (S1)
Additional Information:	https://scholar.google.com/citations?view_op=new_profile&hl=en ID SINTA Dosen Pembimbing: Effy Mulyasari: 5993306 Arie Rakhmat Riyadi: 259151
Uncontrolled Keywords:	kesulitan dan upaya, guru kelas, pendidikan inklusif difficulties and efforts, classroom teachers, inclusive education
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education > LB1501 Primary Education L Education > LC Special aspects of education
Divisions:	Fakultas Ilmu Pendidikan > Pedagogik > PGSD Bumi Siliwangi
Depositing User:	Rahmah Dwita Julianti
Date Deposited:	21 Nov 2025 01:59
Last Modified:	21 Nov 2025 01:59
URI:	http://repository.upi.edu/id/eprint/145456

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