Persepsi Guru Terhadap Penyelenggaraan Pendidikan Inklusif Di Banjarmasin

Abstract

Permasalahan pada penelitian ini dilatar belakangi oleh adanya kesulitan guru dalam mengimplementasikan penyelenggaraan Pendidikan Inklusif, yang baru saja diselenggarakan semenjak tahun 2017 di SDN Sungai Andai 3 Banjarmasin. Penelitian ini bertujuan untuk mendeskripsikan persepsi guru terhadap penyelenggaraan Pendidikan Inklusif di SDN Sungai Andai 3 Banjarmasin, yang meliputi 3 aspek sesuai dengan pertanyaan penelitian, antara lain: Persepsi guru terhadap konsep dasar ABK, persepsi guru terhadap pendidikan ABK serta persepsi guru terhadap sarana dan prasarana. Penelitian ini menggunakan jenis penelitian kualitatif dengan pendekatan deskriptif.Informasi mengenai persepsi pada tiap responden diungkap melalui angket dengan 22 pernyataan dan wawancara mendalam sebagai teknik pengumpukan data serta dokumentasi.Teknik analisis data dalam penelitian ini yaitu reduksi data, penyajian data, serta penarikan kesimpulan.Guru yang dimaksud dalam penelitian ini adalah guru kelas dan guru mata pelajaran, serta GPK yang bukan berlatar belakang PLB. Penelitian ini dilakukan pada 23 responden yang mengajar di SDN Sungai Andai 3 Banjarmasin. Hasil penelitian yang berkaitan dengan tujuan penelitian bahwa persepsi guru terhadap konsep dasar ABK dapat dikatakan “Baik”. Sedangkan Persepsi Guru terhadap Pendidikan ABK dan sarana prasarana dapat dikatakan “Cukup”. Sehingga disimpulkan bahwa persepsi guru terhadap penyelenggaraan pendidikan inklusif di SDN Sungai Andai 3 Banjarmasin adalah “Baik”.

Teachers' Perspectives on the Implementation of Inclusive Education Services for Children with Special Needs (ABK) in Indonesia: A Literature Review

“…Furthermore, they conduct assessments to find out the weaknesses and potential of children with disabilities and prepare an Individual Learning Program (PPI) as a reference for learning according to the abilities of each child with disabilities. Inclusive schools in Banjarmasin (Mirnawati, 2019) already have GPKs as human resources who are considered competent in teaching children with special needs. However, unlike what happened in Madiun (Halim, 2018), inclusive schools that should have special assistant teachers whose job is to assist students with special needs in their learning, have not been provided by the Education Office as the parent education provider in Madiun City.…”

“…This is manifested in the unavailability of adequate facilities and infrastructure for learning children with disabilities. (Mirnawati, 2019) explains that the absence of special classes is due to insufficient school finances. Then, some media such as resource rooms and adaptive learning media are still limited and cannot be utilized for children with disabilities who have various characteristics or can be said to be not by their needs.…”

“…In Banjarmasin, South Kalimantan. Teachers believe that collaboration between special education teachers from different regions is needed, especially in terms of learning planning, which includes: follow-up of identification and assessment results, individualized learning programs, learning processes, adjusted KKM, and the use of a flexible curriculum that can accommodate children with disabilities (Mirnawati, 2019).…”

The Existence of Students with Special Needs in an Inclusive Elementary School

“…It provides solutions to educational problems; however, problems always appear. In an inclusive school, there are persisting challenges such as inadequate special education backgrounds of classroom teachers, subject teachers, and special teacher aides (Baharun & Awwaliyah, 2018;Mirnawati et al, 2019). A school can be recognized as inclusive when there are children with special needs and special teacher aides play an important role (Nurheliza & Marlina, 2018).…”