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All Journal Jurnal Unik: Pendidikan Luar Biasa Jurnal Cakrawala Pendidikan dan Biologi (jucapenbi)
Mardhatillah Zulpiani
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Humanities Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Peran Guru Pendamping Khusus dalam Mewujudkan Kelas Inklusif yang Efektif Khairotul Nur Indah Wadria; Damri Damri; Mardhatillah Zulpiani
Jurnal Cakrawala Pendidikan dan Biologi Vol. 2 No. 4 (2025): Desember: Jurnal Cakrawala Pendidikan dan Biologi
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jucapenbi.v2i4.832

Abstract

This article discusses the role of Special Assistant Teachers (GPK) in creating an effective inclusive classroom, where all students, including children with special needs, can participate optimally in the learning process. GPK plays the role of facilitators, mediators, and regular teacher partners in accommodating diverse learning needs. This role is realized through individual needs assessments, adjustment of learning strategies, modification of teaching materials, and provision of academic and social-emotional support to students. The results of the study show that the success of inclusive education is greatly influenced by GPK's professional competence, especially in understanding the characteristics of children with special needs and implementing differentiatory learning. In addition, effective collaboration between GPK and regular teachers is a key factor in creating an inclusive and non-discriminatory learning environment. Institutional support, such as inclusive school policies, the availability of infrastructure, and the support of school leaders, also play an important role. This article emphasizes the need for sustainable professional development, clear division of duties, and supportive education policies to strengthen GPK's role in promoting inclusive education equity in Indonesia.
SELF-ASSESSMENT AND PEER-ASSESSMENT DISCREPANCIES IN EVALUATING MATHEMATICS TEACHING SKILLS: EVIDENCE FROM PRE-SERVICE SPECIAL EDUCATION TEACHERS IN INDONESIA Syari Yuliana; Nurhastuti Nurhastuti; Mega Biran Iswari; Yosa Yulia Nasri; Endang Sri Handayani; Mardhatillah Zulpiani; Setia Budi
UNIK (Jurnal Ilmiah Pendidikan Luar Biasa) Vol 11, No 1 (2026)
Publisher : Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/unik.v11i1.39097

Abstract

Pre-service special education teachers are expected to master a broad range of professional competencies including the ability to deliver subject-specific instruction, among them mathematics, to children with special needs (CSN). Yet how accurately these teachers in training appraise their own readiness for mathematics instruction remains poorly understood. This study examined discrepancies between self-assessment and peer-assessment in evaluating mathematics teaching skills among 61 final-year students enrolled in the Bachelor of Special Education program (S1 Pendidikan Luar Biasa) at Padang State University, Indonesia. Using a comparative within-subjects design, participants completed self-assessment instruments (18 items) after conducting a 45-minute mathematics lesson for small groups of CSN, while peers independently evaluated the same lessons using an observational rubric (14 items). A paired-samples t-test revealed statistically significant discrepancies (t = 2.907, p = 0.005; Cohen's d = 0.56): self-assessment scores (M = 4.41, SD = 0.61) exceeded peer-assessment scores (M = 4.13, SD = 0.37) by a practically meaningful margin. Notably, 70.5% of participants overestimated their own performance. The weak, non-significant correlation between modes (r = −.14, p = .277) indicates that self- and peer-assessment capture complementary rather than overlapping dimensions of teaching competence. These findings call for deliberate restructuring of assessment practices in special education teacher preparation specifically, integrating multiple evaluative perspectives, building assessment literacy, and treating discrepancies as a productive site for professional learning.[
Co-Authors Damri Damri Endang Sri Handayani Khairotul Nur Indah Wadria Mega Biran Iswari Nurhastuti Nurhastuti Setia Budi Syari Yuliana Yosa Yulia Nasri