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All Journal ABSYARA: Jurnal Pengabdian Pada Masyarakat
Rohyana Fitiriani
Universitas Hamzanwadi
Agriculture, Biological Sciences & Forestry Computer Science & IT Control & Systems Engineering Earth & Planetary Sciences Education Engineering Environmental Science Library & Information Science Mathematics Other

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Penguatan Kompetensi Guru Non-PLB untuk Penanganan Siswa Berkebutuhan Khusus di Sekolah Dasar Inklusif Abdul Aziz; Sitti Rohmi Djalilah; Suhirman Suhirman; Rohyana Fitiriani; Husnul Mukti; Dina Apriana
ABSYARA: Jurnal Pengabdian Pada Masayarakat Vol 6 No 1 (2025): ABSYARA: Jurnal Pengabdian Pada Masyarakat
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/ab.v6i1.29984

Abstract

Inclusive education requires teachers to possess specific competencies to support the learning of students with special needs; however, non-special education (non-PLB) teachers often face challenges in identifying student needs and providing effective guidance. This study aimed to enhance the competence of Special Guidance Teachers (GPK) non-PLB at SDN 4 Pancor and SDN 2 Labuhan Haji through inclusive education training. The training comprised workshops on the concept of inclusive education, student identification and assessment, preparation of individualized learning plans, and guidance strategies for students with special needs. Activities were conducted using lectures, discussions, question-and-answer sessions, and practical demonstrations. The results of this community service program indicated that: 1) the workshop increased teachers’ knowledge of inclusive education; 2) teachers were able to develop learning plans for students with special needs; 3) teachers could create simple forms of identification and assessment; and 4) teachers learned various guidance strategies for students with special needs. The participants’ enthusiasm during the workshop demonstrated a positive response to the program. This training provided practical experience for non-PLB teachers in accommodating the needs of students with special needs and represents a strategic effort to strengthen the quality of inclusive education services at the primary school level.
Penguatan Kompetensi Guru Non-PLB untuk Penanganan Siswa Berkebutuhan Khusus di Sekolah Dasar Inklusif Abdul Aziz; Suhirman Suhirman; Rohyana Fitiriani; Husnul Mukti; Dina Apriana
ABSYARA: Jurnal Pengabdian Pada Masayarakat Vol 6 No 1 (2025): ABSYARA: Jurnal Pengabdian Pada Masyarakat
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/ab.v6i1.30617

Abstract

Inclusive education is a strategic approach to fulfilling the right to education for all children, including children with special needs (CSN), within regular school environments. This article discusses a training program designed to enhance teachers' competencies in understanding and fulfilling the role of Special Guidance Teachers (SGTs) in supporting CSN at SDN 4 Pancor and SDN 2 Labuhan Haji, East Lombok Regency. These two public elementary schools are in the early stages of implementing inclusive education. The training was conducted over seven sessions across eight months and covered materials on the concepts of inclusive education, student identification and assessment, the development of individual learning plans, and inclusive teaching strategies. The methods used included lectures, discussions, hands-on practice, and monitoring. Pretest results showed that teachers’ understanding of inclusive education averaged 54%, which increased to 91% in the posttest, indicating a significant improvement. Additionally, teachers' ability to develop simple learning plans and assessments improved from 48% to 88%. Participant satisfaction, measured through questionnaires, increased from 56% to 91%, indicating that the majority of teachers found the training highly relevant and beneficial for inclusive teaching practices. These findings demonstrate that the training program significantly improved teachers' understanding, skills, and readiness to implement inclusive education in primary schools
Co-Authors Abdul Aziz Dina Apriana Husnul Mukti Sitti Rohmi Djalilah Suhirman, Suhirman