PERAN MAHASISWA ASISTENSI MENGAJAR DALAM MENINGKATKAN MOTIVASI DAN PARTISIPASI BELAJAR SISWA DI SMP ISLAM SHAFTA SURABAYA PADA LINGKUNGAN INKLUSIF

Abstrak

Penelitian ini bertujuan untuk mengeksplorasi peran mahasiswa asistensi mengajar dalam meningkatkan motivasi dan partisipasi belajar siswa di SMP Islam Shafta Surabaya pada konteks lingkungan belajar inklusif. Penelitian menggunakan pendekatan kualitatif dengan metode studi kasus. Data dikumpulkan melalui observasi partisipatif selama proses pembelajaran, wawancara semi-terstruktur dengan guru pembimbing dan siswa, serta dokumentasi berupa catatan reflektif dan foto kegiatan. Hasil penelitian menunjukkan bahwa keterlibatan mahasiswa asistensi mengajar mampu meningkatkan semangat belajar siswa, khususnya bagi siswa yang sebelumnya pasif dalam kelas. Kehadiran mahasiswa juga memberikan variasi metode pembelajaran yang lebih interaktif, sehingga mendorong partisipasi aktif siswa dalam diskusi dan kerja kelompok. Selain itu, mahasiswa berperan sebagai fasilitator yang memperkuat hubungan antara guru dan siswa, serta menciptakan suasana belajar yang ramah, setara, dan kolaboratif. Temuan ini menegaskan bahwa program asistensi mengajar dapat menjadi sarana strategis dalam mewujudkan lingkungan belajar yang inklusif di tingkat pendidikan menengah pertama. 

This study aims to explore the role of teaching assistance students in increasing learning motivation and participation of junior high school students within an inclusive learning environment. The research was conducted at SMP Islam Shafta Surabaya through a qualitative case study approach. Data were collected through observations, semi-structured interviews with students and supervising teachers, as well as documentation of learning activities. Thematic analysis was employed to identify patterns and meanings from the qualitative data. The findings reveal that the presence of teaching assistance students positively impacts students’ motivation and participation. Students expressed higher enthusiasm when learning was delivered using varied and interactive methods, while teachers observed increased involvement from students who were previously passive in class discussions. Documentation also indicated that students actively engaged in quizzes, group work, and presentations. Furthermore, teaching assistance students contributed to building an inclusive classroom atmosphere by giving equal opportunities for all students to participate without fear of making mistakes. In conclusion, teaching assistance programs not only support teachers in academic aspects but also create a collaborative, inclusive, and supportive classroom climate. These results highlight the strategic role of teaching assistance students in realizing inclusive education at the junior high school level.