IMPLEMENTASI KURIKULUM BERDIFERENSIASI BAGI ANAK TUNARUNGU KELAS 1 SDLB DI SLB YPAC MAKASSAR

Abstrak

Penelitian ini menegaskan urgensi implementasi kurikulum berdiferensiasi bagi anak tunarungu kelas I SDLB di SLB YPAC Makassar sebagai strategi inklusif yang mampu menjawab kebutuhan individual siswa dengan hambatan komunikasi, di mana hasil observasi menunjukkan guru konsisten menggunakan bahasa isyarat, media visual, instruksi tertulis, serta penyesuaian metode pembelajaran yang memungkinkan siswa aktif merespon melalui praktik dan simbol visual, sementara wawancara guru mengonfirmasi pemahaman konsep diferensiasi, asesmen awal, dan variasi metode yang selaras dengan prinsip inklusi; temuan ini diperkuat oleh kajian asesmen diagnostik dalam pembelajaran berdiferensiasi (Ulfha et al., 2025) yang menekankan pemetaan kesiapan belajar, literatur adaptasi kurikulum bagi anak dengan hambatan pendengaran (Prasad, 2024) yang menyoroti modifikasi metode dan lingkungan belajar, serta penelitian vokasional siswa tunarungu (Saleh, 2023) yang menegaskan efektivitas pembelajaran berbasis praktik, sehingga implementasi kurikulum berdiferensiasi di SLB YPAC Makassar tidak hanya relevan secara teoritis tetapi juga memberikan kontribusi praktis dalam memperkuat kualitas pendidikan inklusif dan kesejahteraan siswa berkebutuhan khusus.

This study emphasizes the urgency of implementing a differentiated curriculum for first-grade deaf students at SLB YPAC Makassar as an inclusive strategy that effectively addresses individual communication needs. Observations revealed that teachers consistently employed sign language, visual media, written instructions, and adjusted teaching methods to ensure students actively responded through practice and visual symbols. Teacher interviews confirmed a solid understanding of differentiated instruction, initial assessments, and varied teaching approaches aligned with inclusive principles. These findings are reinforced by systematic reviews on diagnostic assessment in differentiated learning (Ulfha et al., 2025), which highlight the importance of mapping learning readiness, as well as literature on curriculum adaptation for hearing-impaired students (Prasad, 2024), which underscores the need for modifying methods and learning environments. Additionally, (Saleh, 2023) research on vocational skills among deaf students demonstrates the effectiveness of practice-based and visual learning in enhancing motivation and skill acquisition. Therefore, the implementation of a differentiated curriculum at SLB YPAC Makassar is not only theoretically relevant but also provides practical contributions to strengthening inclusive education quality and improving the well-being of students with special needs.