PENGALAMAN GURU DALAM PENANGANAN ANAK BERKEBUTUHAN KHUSUS DI KELAS INKLUSIF STUDI KASUS PADA GURU KELAS II SD NEGERI 01 NGOMBAKAN

Abstrak

Penelitian ini bertujuan untuk mengetahui pengalaman guru dalam menangani anak berkebutuhan pendidikan khusus (ABK) di kelas inklusif, tantangan yang dihadapi guru dalam meningkatkan kompetensinya dalam menangani ABK, serta dukungan dan kerjasama sekolah antara guru kelas dengan guru pendamping khusus (GPK) dalam mengembangkan kompetensi guru. Penelitian ini menggunakan metode kualitatif deskriptif dengan teknik pengumpulan data berupa wawancara, observasi, dan dokumentasi. Keabsahan data diperoleh melalui triangulasi sumber dan triangulasi teknik. Hasil penelitian menunjukkan bahwa pengalaman guru dalam menangani siswa ADHD di kelas II SD Negeri 01 Ngombakan meliputi upaya menjaga fokus siswa, kendala dalam penerapan metode pembelajaran, dan kerjasama dengan orang tua. Guru menghadapi kendala berupa keterbatasan pelatihan dan kesulitan dalam penyesuaian metode pembelajaran. Dukungan dan kerjasama sekolah dengan GPK tercermin dalam pemberian pelatihan, sinergi antar guru, dan upaya menciptakan lingkungan belajar yang inklusif.

This study aims to determine the experiences of teachers in handling children with special educational needs (ABK) in inclusive classes, the challenges faced by teachers in improving their competence in handling ABK, as well as school support and collaboration between class teachers and special assistant teachers (GPK) in developing teacher competence. This study uses a descriptive qualitative method with data collection techniques in the form of interviews, observations, and documentation. Data validity is obtained through source triangulation and technique triangulation. The results of the study indicate that the experiences of teachers in handling ADHD students in class II of SD Negeri 01 Ngombakan include efforts to maintain student focus, obstacles in implementing learning methods, and collaboration with parents. Teachers face obstacles in the form of limited training and difficulties in adjusting learning methods. School support and collaboration with GPK are reflected in the provision of training, synergy between teachers, and efforts to create an inclusive learning environment.