TOPIK: MODEL KURIKULUM DIFERENSIASI MIKRO BERDASARKAN PROFIL KEBUTUHAN BELAJAR SISWA PENYANDANG DISABILITAS INTELEKTUAL DI SEKOLAH DASAR INKLUSIF

Abstrak

Penelitian ini bertujuan untuk mengembangkan model kurikulum diferensiasi mikro berdasarkan profil kebutuhan belajar siswa penyandang disabilitas intelektual di sekolah dasar inklusif. Keberagaman kemampuan, karakteristik, dan kebutuhan belajar siswa disabilitas intelektual menuntut adanya penyesuaian kurikulum yang lebih spesifik dan individual agar proses pembelajaran dapat berlangsung secara optimal. Penelitian menggunakan pendekatan kualitatif deskriptif dengan desain studi kasus pada sekolah dasar inklusif. Pengumpulan data dilakukan melalui observasi, wawancara mendalam dengan guru kelas, guru pendamping khusus, kepala sekolah, serta analisis dokumen pembelajaran. Hasil penelitian menunjukkan bahwa model kurikulum diferensiasi mikro disusun berdasarkan identifikasi profil kebutuhan belajar siswa yang mencakup aspek kemampuan kognitif, gaya belajar, minat, kesiapan belajar, serta kebutuhan dukungan khusus. Implementasi model dilakukan melalui modifikasi tujuan pembelajaran, materi, strategi, media, aktivitas, dan asesmen yang disesuaikan dengan karakteristik setiap siswa. Penerapan model ini terbukti meningkatkan partisipasi, motivasi, dan capaian belajar siswa disabilitas intelektual dalam lingkungan sekolah inklusif. Selain itu, model tersebut membantu guru dalam merancang pembelajaran yang lebih adaptif, fleksibel, dan berpusat pada kebutuhan peserta didik. Penelitian ini merekomendasikan penguatan kompetensi guru, kolaborasi antara guru kelas dan guru pendamping khusus, serta dukungan kebijakan sekolah dalam penerapan kurikulum diferensiasi mikro guna mewujudkan pendidikan inklusif yang berkualitas dan berkeadilan.

This study aims to develop a micro-differentiated curriculum model based on the learning needs profiles of students with intellectual disabilities in inclusive elementary schools. The diversity of abilities, characteristics, and learning needs among students with intellectual disabilities requires a more specific and individualized curriculum adaptation to ensure optimal learning outcomes. This research employed a descriptive qualitative approach with a case study design conducted in an inclusive elementary school. Data were collected through observations, in-depth interviews with classroom teachers, special education teachers, and school principals, as well as document analysis of learning plans and instructional practices. The findings reveal that the micro-differentiated curriculum model is designed based on the identification of students’ learning needs profiles, including cognitive abilities, learning styles, interests, learning readiness, and specific support needs. The implementation of the model involves modifications to learning objectives, content, teaching strategies, instructional media, learning activities, and assessment methods according to each student's characteristics. The application of this model was found to enhance students’ participation, motivation, and academic achievement within the inclusive school environment. Furthermore, the model assists teachers in designing more adaptive, flexible, and student-centered learning experiences. The study recommends strengthening teachers’ competencies, fostering collaboration between classroom teachers and special education teachers, and providing institutional support to facilitate the implementation of micro-differentiated curricula in order to promote high-quality and equitable inclusive education.