AbstrakGuru adalah pelaksana langsung dari kurikulum di suatu kelas. Pencapaian implementasi kurikulum yang baik sangat bergantung pada faktor kemampuan yang dimiliki oleh seorang guru. Oleh karena itu, dilakukan penelitian tentang “Peran Guru dalam Implementasi Kurikulum 2013 Pendidikan Khusus pada Sekolah Luar Biasa di Sidoarjo”. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Teknik pengumpulan data melalui observasi, wawancara dan dokumentasi. Keabsahan data dilakukan secara triangulasi. Teknik analisis data bersifat induktif. Hasil penelitian ini adalah: (1) Implementasi Kurikulum 2013 Pendidikan Khusus pada Sekolah Luar Biasa di Sidoarjo dilaksanakan secara bertahap, dimulai sejak tahun ajaran 2015/2016 pada kelas 1 dan 4 dan pada tahun ajaran 2016/2017 ditambah kelas 2 dan kelas 5. Implementasi pembelajaran di kelas menggunakan perpaduan antara Kurikulum 2013 Pendidikan khusus dan Kurikulum KTSP; (2) Sebagian guru Sekolah Luar Biasa di Sidoarjo sudah menjalankan perannya sesuai kurikulum 2013 Pendidikan Khusus dengan beberapa adaptasi dari kurikulum KTSP, mulai perencanaan pembelajaran seperti program tahunan, program semester, rincian minggu efektif, silabus, dan Rencana Pembelajaran (RPP), melaksanakan pembelajaran dengan pendekatan saintifik, dan evaluasi yang meliputi aspek sikap, pengetahuan, dan keterampilan; dan (3) Kendala yang dihadapi dalam Implementasi Kurikulum 2013 Pendidikan Khusus pada Sekolah Luar Biasa di Sidoarjo, antara lain: kurang lengkapnya ketersedian buku guru dan buku siswa, prasarana juga masih banyak yang perlu dibenahi, kurang lengkapnya alat peraga pendidikan, kurangnya pemahaman guru tentang penyusunan perangkat pembelajaran berdasarkan  kurikulum 2013. AbstractTeacher is an implementator of Curriculum in a class. Good achievement of curriculum’s implementation depends on the teacher’s capability. Therefore, this research performed “The Role of Special Teachers in Implementation of Kurikulum 2013 Pendidikan Khusus at Special School in Sidoarjo”. The research was qualitative descriptive study. The Techniques of collecting data were observation, interview and documentation. The data validity use triangulation. Data analysis was inductive. Results are: (1) Kurikulum 2013 Pendidikan Khusus at special school in Sidoarjo is implemented gradually, starting from the academic year of 2015/2016 on Grades 1 and 4 and at academic year 2016/2017 was added Grades 2 and 5. Implementation of the curriculum in the classroom at special school is an assimilation between Kurikulum 2013 Pendidikan Khusus and Kurikulum KTSP; (2) Some special teachers in Sidoarjo are already running their role corresponding to Kurikulum 2013 Pendidikan Khusus with some adaptations from Kurikulum KTSP, including Planning Learning as Annual Program, Semester Program, effective weeks list, syllabus, and Lesson Plan (RPP), implementing learning with scientific approach, and Evaluation which covers Attitude, knowledge, and skills aspects; And (3) The obstacle in implementation of Kurikulum 2013 Pendidikan Khusus at Special School in Sidoarjo, including: the lack of Teacher's books and student’s books, infrastructure, learning tools, and teacher’s understanding on learning tools based on Kurikulum 2013 Pendidikan Khusus.Keywords: The Role of Special Teachers, Kurikulum 2013 Pendidikan Khusus, Special School

Ki Hadjar Dewantara laid the foundation of education in Indonesia through his thoughts related to the nature of children in 1913-1919. On the other hand Lev Vygotsky (1896-1934) stated a theory that children are able to learn with the help of competent people. Both theories illustrate that the implementation of education will provide freedom and happiness for children in learning to learn by understanding children naturally and as they are. Research that has been done using ethnographic design aims to dissect and trace Ki Hadjar Dewantara's thoughts and Vygotsky's theory in the implementation of inclusive education. Data collection is done through documentation studies, guided group discussions, and questionnaires. The results of the analysis of the position of Vygotsky's theory in the implementation of inclusive education in the concept of the Zone of Proximal Development are focused on how children construct knowledge according to their culture and ways. The ZPD concept which focuses on cognitive theory emerged around 1993 which in Indonesia itself had been developed by Ki Hadjar Dewantara in 1913-1919 the emphasis was on teaching according to the nature of the child. Ki Hadjar's philosophy is heavily influenced by Maria Montessori's thoughts which emphasize the value of children's independent activities and the importance of children's growth as individuals. In 1952 Ki Hadjar Dewantara created a "system among" approach that put forward “Freedom of the Soul”. The system that supports the child's natural nature in order to develop inner and outer life according to his own nature. Knowledge and intelligence are only tools, the fruit is the maturity of the soul that can realize life and livelihood in an orderly, holy, and useful for others. The concepts of “Freedom of the Soul” and ZPD, are aligned in the cognitive view and efforts of children in obtaining the concept of knowledge in the implementation of education in the classroom. AbstrakKi Hadjar Dewantara meletakkan dasar pendidikan di Indonesia melalui pemikirannya terkait dengan sifat anak-anak pada tahun 1913-1919. Di sisi lain, Lev Vygotsky (1896-1934) menyatakan teori bahwa anak-anak dapat belajar dengan bantuan orang yang kompeten. Kedua teori tersebut menggambarkan bahwa implementasi pendidikan akan memberikan kebebasan dan kebahagiaan bagi anak dalam belajar belajar dengan memahami anak secara alami dan sebagaimana adanya. Penelitian yang telah dilakukan dengan menggunakan desain etnografi bertujuan untuk membedah dan melacak pemikiran Ki Hadjar Dewantara dan teori Vygotsky dalam implementasi pendidikan inklusif. Pengumpulan data dilakukan melalui studi dokumentasi, diskusi kelompok terpimpin, dan kuesioner. Hasil analisis posisi teori Vygotsky dalam penerapan pendidikan inklusif dalam konsep Zona Pengembangan Proksimal difokuskan pada bagaimana anak-anak membangun pengetahuan sesuai dengan budaya dan cara mereka. Konsep ZPD yang berfokus pada teori kognitif muncul sekitar tahun 1993 yang di Indonesia sendiri telah dikembangkan oleh Ki Hadjar Dewantara pada tahun 1913-1919 penekanannya adalah pada pengajaran sesuai dengan sifat anak. Filosofi Ki Hadjar sangat dipengaruhi oleh pemikiran Maria Montessori yang menekankan nilai kegiatan mandiri anak-anak dan pentingnya pertumbuhan anak sebagai individu. Pada tahun 1952 Ki Hadjar Dewantara menciptakan pendekatan "sistem di antara" yang mengedepankan "Kebebasan Jiwa". Sistem yang mendukung sifat alami anak untuk mengembangkan kehidupan dalam dan luar sesuai dengan sifatnya sendiri. Pengetahuan dan kecerdasan hanyalah alat, buah adalah kematangan jiwa yang bisa mewujudkan kehidupan dan mata pencaharian secara tertib, suci, dan bermanfaat bagi orang lain. Konsep "Kebebasan Jiwa" dan ZPD, diselaraskan dalam pandangan kognitif dan upaya anak-anak dalam memperoleh konsep pengetahuan dalam implementasi pendidikan di kelas.

The teachers of Early Childhood Education almost every day interact with early childhood so that early childhood teachers need to have knowledge about child development and have the skills to detect early deviation of child development. Thus, the incidence of special needs children can be detected early and can be intervened early as well. During this time in Indonesia, early detection of child development deviation is usually done by health workers. This research aimed to know training program about early detection of child development deviations in the context of special needs children identification. This research was conducted at Early Childhood Education which is indicated to have children with special needs, that is Kindergarten Ketajen, Sidoarjo, East Java, Indonesia. The subjects of the study were all teachers in the kindergarten, a number of 11 people. This research was a descriptive research. The data were analyzed using descriptive statistic. The results of this study showed that the training program improved early childhood teachers' knowledge and skills about early detection of child development deviations in the context of special needs children identification.

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