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All Journal Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian JURNAL PENDIDIKAN, SAINS DAN TEKNOLOGI
Julvianti, Chevinda
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Humanities Computer Science & IT Education Mathematics Social Sciences Other

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The Role of Teachers in Learning for Children with Special Needs in Elementary Schools Julvianti, Chevinda; Gmaries, Garnish Gemintang; Vidyayanti, Nabila Qonitah; Zulfadewina
Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian Vol. 11 No. 1 (2025): Vol. 11 No.1 Februari 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpd.v11n1.p73-85

Abstract

Inclusive education ensures equal learning opportunities for children with special needs (ABK). This study explores the role of teachers in educating ABK at SDN Baru 06 Pagi, Jakarta. Using a descriptive qualitative approach, data were collected through interviews, observations, and documentation. The findings reveal that ABK at this school exhibits diverse classifications, including ADHD, dyslexia, slow learners, and intellectual disabilities. Teachers implement individualized learning approaches and inclusive strategies to maximize students' potential, emphasizing differentiated instruction and adaptive teaching methods. Additionally, collaboration with parents plays a crucial role in supporting students’ academic and social development. Despite these efforts, several challenges persist, such as limited access to specialized training for teachers and inadequate learning facilities, which hinder the effectiveness of inclusive education. The study underscores the need for continuous professional development programs, government support, and well-equipped learning environments to enhance the quality of education for ABKs. Strengthening teacher competencies and promoting inclusive policies can significantly contribute to fostering an equitable and supportive learning experience. These findings highlight the importance of ongoing improvements in inclusive education practices to ensure that ABK receive the necessary support to reach their full potential.
PERAN GURU DALAM MENGAJAR BAGI ANAK BERKEBUTUHAN KHUSUS DI SEKOLAH DASAR Julvianti, Chevinda; Gmaries, Garnish Gemintang; Vidyayanti, Nabila Qonitah; Zulfadewina, Zulfadewina
PENDIDIKAN SAINS DAN TEKNOLOGI Vol 12 No 2 (2025)
Publisher : STKIP PGRI Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47668/edusaintek.v12i2.1775

Abstract

Penelitian ini mengkaji peran guru dalam mengajar anak berkebutuhan khusus (ABK) di SDN Baru 06 Pagi Jakarta, yang merupakan salah satu sekolah inklusif. Fokus utama penelitian adalah tantangan yang dihadapi guru dalam merancang pembelajaran diferensiasi untuk memenuhi kebutuhan ABK tanpa adanya diskriminasi, sehingga anak-anak dengan keterbatasan dapat belajar secara optimal. Penelitian ini bertujuan mengeksplorasi strategi, kendala, dan dampak peran guru dalam mendukung pendidikan inklusif. Metode penelitian yang digunakan adalah kualitatif deskriptif, yang melibatkan wawancara mendalam dengan guru dan kepala sekolah, observasi terhadap proses pembelajaran, serta dokumentasi kegiatan belajar-mengajar. Hasil penelitian menunjukkan bahwa guru menerapkan pendekatan individual, visual, dan multisensori. Guru juga bekerja sama dengan orang tua untuk mendukung perkembangan ABK, seperti melalui pemberian latihan tambahan dan konsultasi rutin. Hambatan yang dihadapi mencakup keterbatasan pelatihan khusus bagi guru, kekurangan fasilitas inklusif, serta kebutuhan untuk memodifikasi metode ajar agar sesuai dengan kebutuhan siswa. Berdasarkan temuan ini, dapat disimpulkan bahwa peran guru sangat penting dalam menciptakan lingkungan belajar inklusif yang kondusif. Guru perlu mendapat dukungan berupa pelatihan berkelanjutan dan pengadaan sarana yang memadai untuk memastikan keberhasilan pendidikan bagi anak berkebutuhan khusus.
Co-Authors Gmaries, Garnish Gemintang Vidyayanti, Nabila Qonitah Zulfadewina Zulfadewina, Zulfadewina