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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Didaktik : Jurnal Ilmiah PGSD STKIP Subang
Suardi
Universitas Muhammadiyah Makassar
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AUDIT DAN PENGEMBANGAN BAHAN AJAR EFEKTIF BERBASIS ANALISIS KEBUTUHAN DI SD DI SDN 184 DARE AJUE KABUPATEN SOPPENG Anisa Waliyyu Rusman; Suardi
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 01 (2026): Volume 12 No. 01, Maret 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i01.11729

Abstract

Limited variation of instructional materials and the underutilization of learning media in the implementation of the Merdeka Curriculum in elementary schools may affect students’ engagement, motivation, and learning outcomes. This study aims to audit existing instructional materials, analyze learning needs, and develop more effective and contextual materials at SDN 184 Dare Ajue, Soppeng Regency. A descriptive qualitative approach was employed through instructional material audits, classroom observations, interviews with school principals and teachers, and student group discussions. The data were analyzed to examine the alignment of instructional materials with the principles of the Merdeka Curriculum and students’ learning needs. The results indicate that instructional materials are still dominated by printed resources, while the use of digital materials remains limited due to facility constraints. The needs analysis reveals that students prefer visual, contextual, and activity-based learning materials. Based on these findings, a thematic student worksheet was developed emphasizing observation, discussion, and reflection activities. The implementation shows increased student participation, engagement, and learning motivation. These findings highlight the importance of needs-based auditing in producing relevant and effective instructional materials.
ANALISIS IMPLEMENTASI, TANTANGAN, DAN STRATEGI PENDIDIKAN INKLUSIF BAGI ANAK BERKEBUTUHAN KHUSUS DI SD A. Rahma Febriana; Suardi
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 01 (2026): Volume 12 No. 01, Maret 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i01.11762

Abstract

ABSTRACT Inclusive education is a strategic approach to ensuring equal access to quality education for all students, including children with special needs (CSN), within regular schools. This study aims to analyze the implementation, challenges, and strategies of inclusive education at SDS Muhammadiyah IDI Tello Baru. A qualitative descriptive method was employed, involving interviews, classroom observations, document analysis, and group discussions with students. The participants included the principal, classroom teachers, parents of children with special needs, and students. The findings indicate that the school demonstrates an initial commitment to non-discrimination and inclusive values; however, the implementation remains limited and largely informal. Major challenges include the absence of special education teachers, lack of inclusive learning tools, and minimal structured collaboration with parents. Teachers adapt learning materials and assessment flexibly, but without formal guidelines. This study concludes that inclusive education requires systemic reinforcement through teacher capacity building, curriculum adaptation, and sustainable collaboration between schools, families, and stakeholders. Keywords: Inclusive Education, Children With Special Needs, Teacher Role ABSTRAK Pendidikan inklusif merupakan pendekatan strategis untuk menjamin akses pendidikan yang bermutu dan berkeadilan bagi seluruh peserta didik, termasuk anak berkebutuhan khusus (ABK), di sekolah reguler. Penelitian ini bertujuan untuk menganalisis implementasi, tantangan, dan strategi pendidikan inklusif di SDS Muhammadiyah IDI Tello Baru. Penelitian menggunakan pendekatan deskriptif kualitatif dengan teknik pengumpulan data berupa wawancara, observasi pembelajaran, analisis dokumen, serta diskusi kelompok siswa. Subjek penelitian meliputi kepala sekolah, guru kelas, orang tua siswa ABK, serta peserta didik. Hasil penelitian menunjukkan bahwa sekolah telah memiliki komitmen awal terhadap prinsip nondiskriminasi dan penerimaan ABK, namun implementasi pendidikan inklusif masih bersifat terbatas dan belum terstruktur. Tantangan utama meliputi belum tersedianya guru pendamping khusus, keterbatasan fasilitas pendukung, serta kolaborasi sekolah dan orang tua yang belum optimal. Guru melakukan adaptasi pembelajaran secara fleksibel, namun belum didukung perangkat pembelajaran ramah inklusi. Penelitian ini menyimpulkan bahwa penguatan sistem, peningkatan kompetensi guru, dan kolaborasi multipihak menjadi kunci keberhasilan pendidikan inklusif di sekolah dasar. Kata Kunci: Pendidikan Inklusif, Anak Berkebutuhan Khusus, Peran Guru
Co-Authors A. Elfikasari A. Rahma Febriana Ainun Taswira Ainun Tsaqifah Anisa Waliyyu Ruman Anisa Waliyyu Rusman Fiqra Amaliah ZR Hasriah Hikmawati Ibrahim Idawati Idawati Intan Junaeda Istiqama Lailatul Faizah M. Fadli mubarak Muhammad Al Fajri Muhammad Amzar Muthiyah Salsabilah Mutmainnah Nirmayani Tiala Ni’ma Wati Nur Izza Nur Laila Nurhayana radia gusman Raudah Nailati Reski Permata Sari Reski Permata Sari Jamaluddin Risda Riswanto Sitti Aisyiah Sitti Nur Annisa Muharyati Sitti Nurpaida Suci Ramadani Suci Ramadani Sumarni Suhardiman Sunusi Widiawati Yayu Andika Amin