PEMBELAJARAN SEKOLAH INKLUSI DI SEKOLAH LUAR BIASA BOJONEGARA

Abstrak

Pendidikan inklusif merupakan upaya untuk menjamin hak belajar setiap anak tanpa terkecuali, termasuk peserta didik berkebutuhan khusus. Tujuan dari penelitian ini adalah untuk  menggambarkan pelnerapan pembelajaran inklusif di Sekolah Luar Biasa Bojonegara, dengan menitikberatkan pada praktik guru dalam mengelola kelas, menerapkan metode pembelajaran, melakukan penyesuaian materi, serta melaksanakan penilaian yang adil bagi seluruh siswa. Studi ini dilakukan melalui pendekatan deskriptif kualitatif, dimana wawa cara digunakan sebagai Teknik utama dalam memperoleh data. Wawancara dilakukan kepada guru yang terlibat langsung dalam proses pembelajaran untuk memperoleh gambaran mendalam mengenai pengalaman, pandangan, dan strategi yang diterapkan dalam pembelajaran inklusi. Hasil penelitian menunjukkan bahwa guru telah berupaya menerapkan prinsip-prinsip pembelajaran inklusif melalui pemberian perhatian yang seimbang antara siswa reguler dan siswa berkebutuhan khusus, penggunaan metode pembelajaran yang variatif berbasis visual dan praktik, serta penyesuaian materi dan tugas sesuai dengan kemampuan siswa. Selain itu, guru juga melibatkan siswa berkebutuhan khusus dalam seluruh kegiatan pembelajaran dan menerapkan penilaian yang berorientasi pada proses serta perkembangan belajar siswa. Meskipun masih terdapat keterbatasan sarana pendukung, praktik pembelajaran yang dilakukan mencerminkan sikap inklusif dan komitmen guru dalam mewujudkan suasana belajar yang setara, adil, aman, dan menghargai keberagaman kemampuan peserta didik.

Inclusive education is an approach aimed at ensuring equal learning opportunities for all children, including students with special needs. This study seeks to describe how inclusive learning is implemented at special schools bojonegara, with a particular focus on teachers’ practices in managing classrooms, applying instructional methods, adjusting learning materials, and conducting fair assessments for diverse learners. The research employed a qualitative descriptive approach, using interviews as the primary data collection technique. Interviews were conducted with teachers directly involved in inclusive classrooms to gain an in-depth understanding of their experiences, perspectives, and strategies in implementing inclusive education. The findings indicate that teachers have made consistent efforts to apply inclusive learning principles by providing balanced attention to both regular students and students with special needs. Various instructional strategies, particularly visual-based and practical activities, were used to accommodate different learning needs. Teachers also adapted learning materials, assignments, and learning targets according to students’ abilities, while ensuring that students with special needs remained actively involved in classroom activities. Assessment practices were carried out by emphasizing students’ learning processes and individual progress rather than uniform academic outcomes. Despite limitations in facilities and learning support tools, the overall implementation reflects teachers’ commitment to creating a supportive, fair, and inclusive learning environment that respects student diversity.