IMPLEMENTASI BUDAYA INKLUSIF: MEMBANGUN SIKAP SALING MENGHARGAI DAN PERILAKU ANTI-BULLYING SISWA REGULER TERHADAP PESERTA DIDIK BERKEBUTUHAN KHUSUS (PDBK)
Keywords:
Budaya Inklusif, Anti-Bullying, Siswa Reguler, Peserta Didik Berkebutuhan Khusus (PDBK), Sikap Menghargai, Inclusive Education, Inclusive Culture, Bullying Prevention, Students With Special Educational Needs, EmpathyAbstract
ABSTRAK
Budaya inklusif berperan penting dalam menciptakan lingkungan pendidikan yang menghargai keberagaman dan memberikan rasa aman bagi seluruh peserta didik, termasuk Peserta Didik Berkebutuhan Khusus (PDBK). Penelitian ini bertujuan mengkaji peran budaya inklusif dalam membangun sikap saling menghargai dan perilaku anti-bullying siswa reguler terhadap PDBK. Penelitian menggunakan metode literature review dengan pendekatan deskriptif kualitatif. Data diperoleh dari artikel ilmiah yang relevan dengan budaya inklusif, interaksi sosial, penerimaan teman sebaya, dan bullying terhadap PDBK. Data dianalisis melalui tahap identifikasi, seleksi, pengelompokan, dan sintesis temuan. Hasil kajian menunjukkan bahwa budaya inklusif melalui interaksi, kerja kelompok, pembelajaran kolaboratif, dan peer tutoring dapat mendorong toleransi, empati, kepedulian, penerimaan, serta sikap saling menghargai. Namun, pendidikan inklusif belum sepenuhnya menghilangkan risiko bullying sehingga diperlukan strategi pencegahan dan penanganan secara berkelanjutan. Dengan demikian, penguatan budaya inklusif menjadi langkah penting dalam menciptakan lingkungan sekolah yang aman, positif, dan mendukung keberadaan PDBK.
ABSTRACT
Inclusive culture plays an important role in creating an educational environment that respects diversity and provides a sense of safety for all students, including students with special educational needs (SEN). This study aims to examine the role of inclusive culture in developing mutual respect and anti-bullying behavior among regular students toward students with SEN. This study employed a literature review method with a descriptive qualitative approach. Data were obtained from relevant scientific articles addressing inclusive culture, social interaction, peer acceptance, and bullying involving students with SEN. The data were analyzed through identification, selection, categorization, and synthesis of findings. The results indicate that inclusive culture through interaction, group work, collaborative learning, and peer tutoring can promote tolerance, empathy, caring, acceptance, and mutual respect. However, inclusive education does not completely eliminate the risk of bullying; therefore, continuous prevention and intervention strategies are needed. Thus, strengthening an inclusive culture is essential for creating a safe, positive, and supportive school environment for students with SEN
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