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Nurul Aulianisa
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Persepsi Guru Terhadap Pendidikan Inklusi Sekolah Dasar di Padang Pariaman Auliani Putri Ramadani; Fadillah Asmaul Husnah; Nurul Aulianisa; Suci Azzahra; Dea Mustika
Journal of Innovative and Creativity Vol. 5 No. 2 (2025)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v5i2.1163

Abstract

Penelitian ini bertujuan untuk mengungkap persepsi guru terhadap pelaksanaan pendidikan inklusi di sekolah dasar di Kabupaten Padang Pariaman. Menggunakan pendekatan kualitatif dengan teknik pengumpulan data melalui wawancara mendalam, observasi, dan dokumentasi, penelitian ini menemukan bahwa sebagian besar guru memiliki pemahaman yang cukup terhadap konsep dasar pendidikan inklusi, terutama dalam hal prinsip kesetaraan, nondiskriminasi, dan penerimaan terhadap keragaman siswa. Namun, pemahaman mereka masih terbatas pada aspek filosofis dan belum menjangkau dimensi teknis seperti adaptasi kurikulum, strategi pembelajaran diferensial, asesmen alternatif, dan manajemen kelas inklusif. Guru mengakui adanya dampak positif pendidikan inklusi seperti meningkatnya toleransi dan terpenuhinya hak belajar siswa berkebutuhan khusus, tetapi juga mengungkapkan tantangan signifikan seperti risiko bullying, peningkatan beban kerja, serta keterbatasan sumber daya dan pelatihan. Hasil observasi menunjukkan kelelahan fisik dan emosional guru dalam mengelola kelas inklusi, yang diperburuk oleh tuntutan administrasi dan kurangnya dukungan sistemik. Temuan ini menunjukkan pentingnya penguatan kompetensi guru, peningkatan fasilitas, dan kebijakan pendidikan yang lebih inklusif dan responsif terhadap kebutuhan lapangan untuk mewujudkan pendidikan inklusi yang efektif dan berkelanjutan.
Penerapan Model Contextual Teaching and Learning (CTL) untuk Meningkatkan Keterampilan Menulis Teks Deskripsi pada Siswa Kelas V.C SDN 17 Pekanbaru Nita Febri Yanti; Nurul Aulianisa; Siti Aulia Indah Febriana; Ummu Hani Hafizhah; Wilda Srihastuty Handayani Piliang
JURNAL ARMADA PENDIDIKAN Vol 4 No 2 (2026): JURNAL ARMADA PENDIDIKAN
Publisher : Kilau Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60041/jap.v4i2.490

Abstract

This study was prompted by the low level of descriptive writing skills among pupils in Class V.C at SDN 17 Pekanbaru, which was caused by the predominance of the lecture method in teaching; as a result, pupils tended to be passive and were unable to develop their writing ideas in detail. The aim of this study was to describe the application of the Contextual Teaching and Learning (CTL) model in improving pupils’ descriptive writing skills. This study employed a qualitative descriptive approach, with 27 pupils in Class V.C at SDN 17 Pekanbaru as the research subjects. Data were collected through observation, interviews, and pre- and post-tests using an assessment rubric comprising seven indicators: text structure; richness of content and descriptive detail; use of adjectives; vocabulary choice; accuracy of spelling and punctuation (PUEBI); neatness and completeness of writing; and contextual elements of CTL. The research findings indicate that the implementation of the CTL model was able to improve pupils’ descriptive writing skills across almost all assessment indicators. Pupils became more active in observing their surroundings, found it easier to generate ideas for their writing, and began to use more appropriate and varied vocabulary and adjectives. However, the neatness and accuracy of their writing still need to be improved through further practice. This study concludes that the CTL model is effective as an alternative approach to teaching descriptive writing in primary schools, as it links the subject matter to pupils’ real-life experiences, thereby making learning more meaningful.
Co-Authors Auliani Putri Ramadani Fadillah Asmaul Husnah Nita Febri Yanti Piliang, Wilda Srihastuty Handayani Siti Aulia Indah Febriana Suci Azzahra Ummu Hani Hafizhah