FGD Kolaboratif: Peningkatan Pemahaman dan Praktik Pendidikan Inklusi Bagi Guru

Dhesta Youlandi Rahayu Sulistiyawati (IKIP PGRI Wates)
Ratri Shinta Wardhani (IKIP PGRI Wates)
Novy Trisnani (IKIP PGRI Wates)
Siwi Utaminingtyas (IKIP PGRI Wates)
Faridil Musyadad (IKIP PGRI Wates)
Atika Dwi Evitasari (IKIP PGRI Wates)
Endah Rahmawati (IKIP PGRI Wates)
Nur Sya'ban Ratri Dwi Mulyani (IKIP PGRI Wates)

SUBAKTYA, Unpar Community Service Journal
Vol. 3 No. 1 (2026): (JULI 2026) SUBAKTYA: UNPAR Community Service Journal

Pendidikan inklusi menjadi kebutuhan penting di sekolah dasar untuk menjamin terpenuhinya hak belajar seluruh peserta didik tanpa diskriminasi. Namun, pemahaman dan praktik pendidikan inklusi di tingkat sekolah dasar masih menghadapi berbagai tantangan, terutama terkait kompetensi guru. Kegiatan pengabdian kepada masyarakat ini bertujuan meningkatkan pemahaman dan praktik pendidikan inklusi bagi guru SDN Margosari Kecamatan Pengasih Kabupaten Kulon Progo melalui Focus Group Discussion (FGD) kolaboratif. Metode yang digunakan meliputi diskusi kelompok terarah, pemaparan materi, studi kasus, dan refleksi bersama yang melibatkan guru sebagai subjek aktif. Hasil kegiatan menunjukkan adanya peningkatan pemahaman guru tentang konsep pendidikan inklusi, karakteristik peserta didik berkebutuhan khusus, serta strategi pembelajaran dan penilaian yang adaptif. Selain itu, guru menunjukkan sikap lebih terbuka dan siap menerapkan prinsip inklusi dalam pembelajaran sehari-hari. Kegiatan ini berkontribusi positif dalam memperkuat praktik pendidikan inklusi di sekolah dasar. Inclusive education has become a crucial need in elementary schools to guarantee that all students' right to learn is fulfilled without discrimination. However, the understanding and practice of inclusive education at the elementary level still face various challenges, particularly concerning teacher competence. This community service initiative aims to elevate the understanding and practice of inclusive education for teachers at SDN Margosari, Pengasih District, Kulon Progo Regency, through collaborative Focus Group Discussions (FGDs). The methods used include focus group discussions, presentations, case studies, and joint reflections, actively engaging teachers throughout the process. The results show progress in teachers' understanding of inclusive education concepts, the characteristics of students with special needs, and adaptive learning and assessment strategies. Additionally, teachers exhibited a more open attitude and readiness to apply inclusive principles in their daily teaching. This activity contributes positively to strengthening the practice of inclusive education in elementary schools.