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All Journal JURNAL PENDIDIKAN TAMBUSAI JUPE : Jurnal Pendidikan Mandala Psikologi Prima Jurnal Al-Irsyad: Jurnal Bimbingan Konseling Islam Jurnal Pengabdian Masyarakat dan Riset Pendidikan Journal of Professional Elementary Education
Nadirah, Yahdinil Firda
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Neuroscience Social Sciences Other

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Manajemen Kelas Inklusif: Kolaborasi Guru Kelas dan Guru Pembimbing Khusus Ridwan, Mochamad Fariz; Nadirah, Yahdinil Firda
Jurnal Al-Irsyad: Jurnal Bimbingan Konseling Islam Vol 7, No 2 (2025): AL-IRSYAD: JURNAL BIMBINGAN KONSELING ISLAM
Publisher : Institut Agama Islam Negeri Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/bki.v7i2.18505

Abstract

Manajemen kelas inklusif merupakan elemen kunci dalam memberikan hak pendidikan yang setara bagi seluruh siswa, termasuk Peserta Didik Berkebutuhan Khusus (PDBK). Keberhasilan kelas inklusif sangat bergantung pada kolaborasi strategis antara Guru Kelas (GK) dan Guru Pembimbing Khusus (GPK). Dokumen ini membahas mengenai pembagian peran, strategi pengajaran tim (co-teaching), serta pentingnya koordinasi dalam menciptakan lingkungan belajar yang aksesibel dan non-diskriminatif. Melalui sinergi yang tepat, hambatan belajar dapat diminimalisir dan potensi setiap siswa dapat dioptimalkan. Dengan demikian, manajemen kelas inklusif bukan hanya sekadar penyesuaian teknis, melainkan sebuah transformasi ideologis untuk mewujudkan keadilan sosial di lingkungan sekolah. Dalam implementasinya, GK bertanggung jawab atas manajemen kurikulum umum dan dinamika kelas secara luas, sementara GPK memberikan dukungan spesifik melalui modifikasi materi dan intervensi perilaku sesuai profil unik PDBK. Kolaborasi ini sering diwujudkan melalui strategi co-teaching (pengajaran tim), di mana kedua guru berbagi tanggung jawab dalam merencanakan, menyampaikan, dan mengevaluasi pembelajaran.
Expressions of Children with Autism while Learning and Interacting in a Non-Formal Learning Environment with Other Children with Special Needs Adawiyah, Dinah; Nadirah, Yahdinil Firda
Psikologi Prima Vol. 8 No. 2 (2025): Psikologi Prima
Publisher : unprimdn.ac.id

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34012/psychoprima.v8i2.7781

Abstract

This study aims to describe the learning behavior and expressions of children with autism during learning activities and interactions in the non-formal Widya Wicara educational environment. The research subject was one child with autism with one companion as the main informant. The study used a descriptive qualitative approach through direct observations and structured interviews lasting 45 minutes with the companion. Data were analyzed using the Miles and Huberman descriptive analysis technique which includes data reduction, data presentation, and conclusion drawing. The results showed that the learning behavior of children with autism is strongly influenced by rapid mood swings and sensory sensitivity to the surrounding environment. Children tend to have difficulty maintaining focus and only respond to instructions or greetings when in a stable emotional state. When showing negative expressions such as rejection or tantrums, companions need to provide flexible responses and adapt to the children's needs to prevent emotional escalation. The non-formal educational environment provides a more conducive, flexible space and does not demand the achievement of specific academic targets, so children can learn and interact at their own pace, comfort, and readiness. Thus, non-formal learning is an effective approach in supporting the development of behavior, social interaction, and learning expressions of children with autism.
Co-Authors Adawiyah, Dinah Alwaladi, M. Robbi Eka Fitriani Khoerunisa, Giska Marwah, Marsha Siti Maulia, Delia Ayunda Mulyawan, Galuh Prabowo, Arga Satrio Qistina, Khodijah Ratu Ramadhan, Faiz Mulya Ridwan, Mochamad Fariz Sari, Fitri Puspita Sufiyati, Uuf Wiwin Sulistiyawati