<![CDATA[berkebutuhan khusus, berhak atas pendidikan yang layak. Pendidikan inklusif didasari oleh persamaan hak dalam suatu lingkungan belajar yang sama antara anak berkebutuhan khusus serta anak normal pada suatu sekolah umum. Pelaksanaan kegiatan pramuka pra siaga dapat dilaksanakan sebagai bagian dari kurikulum merdeka yaitu pengutan profil pelajar pancasila. Oleh sebab itu dibutuhkanlah suatu penelitian mengenai kegiatan kepramukaan dalam setting kelas inklusif sebagai solusi bagi para pendidik dalam melaksanakan pengelolaan pembejaran. Penelitian ini bertujuan untuk mengetahui pengelolaan pembelajaran dalam setting kelas inklusif pada kegiatan pramuka pra siaga. Metode yang digunakan dalam penelitian ini adalah metode deskriptif dengan pendekatan kualitatif, Adapun teknik pengumpulan data yang digunakan berupa wawancara, observasi serta studi dokumentasi. Subjek dalam penelitian ini adalah guru kelas, guru pendamping khusus serta orang tua peserta didik. Hasil penelitian menunjukan bahwa: penyusunan RPPH dalam setting kelas inklusif pada dasarnya sama dengan RPPH di sekolah regular; penyusunan Individual Education Program (IEP) dalam kelas inklusif dirancang oleh guru pendamping khusus yang disesuaikan dengan kebutuhan peserta didik; Pelaksanaan kelas inklusif anak berkebutuhan khusus didampingi oleh GPK agar proses pembelajaran berlangsung efektif; Education is the most important aspect in a child's growth. Every child, including those with special needs, has the right to a proper education. Inclusive education is based on equal rights in an equal learning environment between children with special needs and normal children in a public school. The implementation of pre-standby scout activities can be carried out as part of the independent curriculum, namely strengthening the profile of Pancasila students. Therefore, research is needed on scouting activities in inclusive classroom settings as a solution for educators in implementing learning management. This study aims to determine the management of learning in inclusive classroom settings in pre-standby scout activities. The method used in this research is descriptive method with a qualitative approach. The data collection techniques used are in the form of interviews, observation and documentation studies. The subjects in this study were class teachers, special companion teachers and parents of students. The results of the study show that: the preparation of RPPH in an inclusive class setting is basically the same as RPPH in regular schools; preparation of an Individual Education Program (IEP) in an inclusive class designed by a special accompanying teacher that is tailored to the needs of students; Implementation of inclusive classes for children with special needs accompanied by GPK so that the learning process takes place effectively;]]>
