<![CDATA[Abstrak Penelitian ini bertujuan untuk mendeskripsikan implementasi manajemen kelas inklusi melalui diferensiasi pembelajaran di SD YIMA Islamic School. Penelitian ini menggunakan pendekatan kualitatif dengan jenis deskriptif untuk memperoleh gambaran yang mendalam mengenai praktik pembelajaran inklusif di sekolah dasar. Subjek penelitian meliputi kepala sekolah, guru kelas, dan guru pendamping khusus (GPK) yang terlibat langsung dalam pelaksanaan pembelajaran inklusi. Teknik pengumpulan data dilakukan melalui wawancara mendalam, observasi langsung di kelas, serta dokumentasi perangkat pembelajaran. Analisis data menggunakan model interaktif yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan, dengan uji keabsahan data melalui triangulasi sumber, teknik, dan waktu. Hasil penelitian menunjukkan bahwa implementasi manajemen kelas inklusi dilaksanakan secara komprehensif melalui lima aspek utama, yaitu: (1) penerapan pembelajaran berdiferensiasi yang menyesuaikan konten, proses, dan penilaian; (2) perencanaan pembelajaran melalui Planning Matrix (PM) dan Program Pembelajaran Individual (PPI); (3) strategi adaptasi pembelajaran seperti omisi, substitusi, dan modifikasi; (4) peran guru sebagai fasilitator dalam menciptakan lingkungan belajar yang inklusif; serta (5) dukungan guru pendamping khusus (GPK) dan kepala sekolah. Kelima aspek tersebut saling terintegrasi dalam menciptakan pembelajaran yang adaptif, fleksibel, dan berkeadilan, sehingga seluruh peserta didik dapat berpartisipasi secara optimal sesuai dengan kebutuhan dan kemampuan masing-masing. Abstract This study aims to describe the implementation of inclusive classroom management through differentiated instruction at SD YIMA Islamic School. A qualitative approach with a descriptive design was employed to obtain an in-depth understanding of inclusive teaching practices at the elementary school level. The research subjects consisted of the principal, classroom teachers, and special education support teachers (GPK) who are directly involved in the implementation of inclusive education. Data were collected through in-depth interviews, classroom observations, and documentation of instructional planning tools. Data analysis followed an interactive model, including data reduction, data display, and conclusion drawing, while data validity was ensured through source, technique, and time triangulation. The findings reveal that the implementation of inclusive classroom management is carried out comprehensively through five main aspects: (1) the application of differentiated instruction by adjusting content, process, and assessment; (2) instructional planning through the Planning Matrix (PM) and Individualized Education Program (IEP); (3) adaptive teaching strategies such as omission, substitution, and modification; (4) the role of teachers as facilitators in creating an inclusive learning environment; and (5) the support of special education teachers and the school principal. These five aspects are integratively implemented to create adaptive, flexible, and equitable learning, enabling all students to participate optimally according to their individual needs and abilities.]]>
