ANALISIS IMPLEMENTASI PEMBELAJARAN PADA ANAK BERKEBUTUHAN KHUSUS DI SD FAST START AMBON

Abstract

The implementation of inclusive education in elementary schools demands comprehensive curricular adaptations and flexible instructional strategies; however, empirical documentation regarding the actual instructional practices for children with special needs in Eastern Indonesia remains scarce. This study aims to analyze the implementation of instruction for children with special needs at Fast Start Elementary School in Ambon, encompassing instructional planning, classroom execution, evaluation procedures, and the operational challenges encountered. A descriptive qualitative method was employed, with research subjects selected through purposive sampling comprising the principal, classroom teachers, support teachers, and three students with special needs. Data were collected via participant observation, in-depth semi-structured interviews, and documentation review, with data trustworthiness verified through source and technique triangulation. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, covering data reduction, data display, and conclusion drawing. The findings demonstrate that instruction for special needs students is conducted inclusively within regular classrooms using adaptive instructional strategies, such as personalized approaches, step-by-step instructions, and visual learning aids. Learning evaluations are flexibly adapted based on individual progress rather than conventional academic benchmarks. Nonetheless, the educational implementation remains hindered by the absence of an Individualized Education Program (IEP), the unavailability of qualified Special Education Support Teachers (GPK), and teachers' limited pedagogical competence. It is concluded that while Fast Start Elementary School exhibits a strong inclusive commitment, continuous teacher professional training and specialized support personnel are imperative to optimize educational services for children with special needs.

ABSTRAK

Penyelenggaraan pendidikan inklusif di sekolah dasar menuntut adaptasi kurikulum dan strategi pembelajaran yang komprehensif, namun dokumentasi empiris mengenai praktik nyata pembelajaran anak berkebutuhan khusus (ABK) di wilayah Indonesia Timur masih sangat terbatas. Penelitian ini bertujuan untuk menganalisis implementasi pembelajaran pada anak berkebutuhan khusus di SD Fast Start Ambon, mencakup aspek perencanaan, pelaksanaan, evaluasi, serta hambatan yang dihadapi. Metode yang digunakan adalah pendekatan kualitatif deskriptif, dengan subjek penelitian yang dipilih menggunakan teknik purposive sampling yang meliputi kepala sekolah, guru kelas, guru pendamping, dan tiga orang peserta didik ABK. Pengumpulan data dilakukan melalui observasi partisipatif, wawancara mendalam terstruktur, dan studi dokumentasi, sedangkan keabsahan data diuji melalui triangulasi sumber dan teknik. Analisis data dilakukan menggunakan model interaktif Miles, Huberman, dan Saldaña yang meliputi tahapan reduksi data, penyajian data, serta penarikan kesimpulan. Hasil penelitian menunjukkan bahwa pembelajaran ABK telah diselenggarakan secara inklusif di kelas reguler melalui strategi adaptif, seperti pendekatan individual, instruksi sederhana bertahap, dan media visual. Evaluasi pembelajaran disesuaikan secara fleksibel berdasarkan kemajuan individual peserta didik, bukan standar nilai umum. Namun demikian, implementasi pembelajaran masih terkendala oleh ketiadaan Program Pembelajaran Individual (Individualized Education Program/IEP), belum adanya Guru Pendamping Khusus (GPK) berlatar pendidikan khusus, serta keterbatasan kompetensi guru reguler. Disimpulkan bahwa SD Fast Start Ambon memiliki komitmen inklusif yang baik, tetapi memerlukan pelatihan guru berkelanjutan dan penyediaan tenaga pendamping khusus guna mengoptimalkan layanan bagi ABK.