ANALISIS PERKEMBANGAN SOSIAL EMOSIONAL SISWA BERKEBUTUHAN KHUSUS DI SD SONOSEWU KABUPATEN BANTUL
DOI:
https://doi.org/10.23969/jp.v10i04.34256Keywords:
Inclusive Education, Socio-Emotional, Students With Special NeedsAbstract
This study aims to analyze the implementation of inclusive education and the socio-emotional development of students with special needs (ABK) at Sonosewu Elementary School, Bantul Regency. Inclusive education is essential as it provides equal learning opportunities while supporting students’ social and emotional skills in a regular school environment. The research used a descriptive qualitative approach with data collected through observation, interviews with the principal, teachers, and students, as well as documentation. Data were analyzed through reduction, presentation, and conclusion drawing, while validity was ensured using triangulation. The findings show that the inclusive program at Sonosewu Elementary School has been implemented since 2020. The school provides disability-friendly facilities, adjusted learning resources, counseling services, and individualized learning strategies. Teachers play a central role in adapting methods, conducting assessments, and offering assistance, while parental involvement through regular meetings also supports the program’s success. In terms of socio-emotional development, students with special needs show progress in peer interaction, communication, emotional regulation, and self-confidence. However, challenges remain, such as the limited number of special assistant teachers, unequal facilities, and the diverse needs of students. Overall, inclusive education at Sonosewu Elementary School has a positive impact on the socio-emotional development of students with special needs and may serve as a reference for other schools to build inclusive and sustainable learning environments.
Keywords: Inclusive Education, Socio-Emotional, Students With Special Needs
Downloads
References
Alhadi, A., Nuryani, P., Rohimah, S., & Andriani, O. (2024). Analisis Landasan Yuridis dalam Pendidikan Inklusi. 2(1).
Amahoru, A., & Ahyani, E. (2023). Psikologi Pendidikan Inklusif: Menciptakan Lingkungan Belajar yang Ramah Bagi Semua Siswa. Indo-MathEdu Intellectuals Journal, 4(3), 2368–2377. https://doi.org/10.54373/imeij.v4i3.522
Br.Sinaga,Tri Putri, H. R. dkk. (2023). Implementasi+Pendidikan+Bagi+Anak+Tunagrahita+ABK+Tri. Jurnal Pendidikan Sosial Dan Humaniora, 2(3), 1–17.
Damayanti, E. (2021). Penggunaan Media Big Book Untuk Menumbuhkan Minat Baca Siswa Di Sekolah Dasar. 4(6), 1386–1392.
Fikri, M., Nasir, A., & Kudus, I. (2024). Membangun Madrasah Inklusif : Upaya Menuju Sekolah Ramah Diversitas Melalui Implementasi Pendidikan Inklusif Di Madrasah Ibtidaiyah. JPDI: Jurnal Pendidikan Dasar Islam, 6(1), 21–44.
Gea Aprilyada, Muhammad Akbar Zidan, Nurlia, Risna Adypon Ainunisa, & Widi Winarti. (2023). Peran Kajian Pustaka Dalam Penelitian Tindakan Kelas. Jurnal Kreativitas Mahasiswa, 1(2), 165–173.
Handayani, P. T. (2024). PENTINGNYA PENDIDIKAN MULTIKULTURAL DAN PENDIDIKAN INKLUSI DI SEKOLAH DASAR DALAM MENGHARGAI KEBERAGAMAN : STUDI LITERATUR. Αγαη, 15(1), 37–48.
Hijriati. (2019). Faktor dan Kondisi yan Mempengaruhi Perkembangan Sosial Emosional Anak Usia Dini. Jurnal Pendidikan Anak Usia Dini, V(2), 94–102.
Kriswanto, D. (2023). Penyelenggaraan Pendidikan Inklusif di Sekolah Dasar: Analisis Faktor-Faktor dan Solusi yang Ditawarkan. 7(5), 3081–3090.
Majid, A. H., Rusydianti, D., Latif, M. N., Solihuddin, M., & Kudus, I. (2025). Tantangan Dan Solusi Dalam Implementasi Kurikulum Merdeka Pada Pembelajaran PAI Bagi Anak Berkebutuhan Khusus Di SD Darul Fathonah Kudus. 405–417.
Nuryadi, A. A., Sania, N. F., Najmun, A., Rokhim, N., Fitammami, V., Nur, D., Jannah, H., Sari, F. M., Mahardika, G., & Putra, C. (2025). Studi Interaksi Sosial Siswa Reguler terhadap Siswa Berkebutuhan Khusus di SDN Purwoyoso 04. 324–336.
Putri, M. A. K., Nuroso, H., Purnamasari, I., & Kusniati, S. (2023). Analisis Perkembangan Sosial Emosional Peserta Didik Kelas IVA SDN Karanganyar Gunung 02. Jurnal Pendidikan Dan Konseling, 5(2), 1208–1216.
Rahmawaty, S., Tambunan, P. Z., & Sapri. (2024). KARAKTERISTIK PERKEMBANGAN SOSIAL PADA ANAK. Jurnal Pendidikan Inklusif, 8(2), 46–54.
Salsabila, H., Raspati, M. I., Annisa, F. Y., Andini, D. W., & Praheto, B. E. (n.d.). METODE SARISWARA SEBAGAI AKOMODASI KEBERAGAMAN SISWA DI KELAS INKLUSIF.
Sofwatillah, Risnita, Jailani, M. S., & Saksitha, D. (2024). TEHNIK ANALISIS DATA KUANTITATIF DAN KUALITATIF DALAM PENELITIAN ILMIAH. 15(2), 79–91.
Sumianto, Admoko, A., & Dewi, R. S. I. (2022). Pembelajaran Sosial-Kognitif di Sekolah Dasar: Implementasi Teori Albert Bandura. 2(3), 1030–1037.
Tanjung, R., Supriani, Y., Arifudin, O., & Ulfah, U. (2022). Manajemen Penyelenggaraan Pendidikan Inklusi pada Lembaga Pendidikan Islam. JIIP - Jurnal Ilmiah Ilmu Pendidikan, 5(1), 339–348. https://doi.org/10.54371/jiip.v5i1.419
Vitaloka, D., Fany, S., Hotimah, H., Arifah, R. A., Dwi, N., Sari, K., & Saripudin, A. (2024). ASESMEN ANECDOTAL RECORD: ANALISIS DAN IMPLEMENTASI PADA PERKEMBANGAN SOSIAL EMOSIONAL ANAK USIA DINI. 7(2), 97–108.
Wandani, N. S., & Hariyati, N. (2022). Strategi Kepala Sekolah untuk Meningkatkan Keterlibatan Orang Tua dalam Pendidikan Masa Pandemi Covid-19. Inspirasi Manajemen Pendidikan, 10(2), 424–437.
Waruwu, M. (2023). Pendekatan Penelitian Pendidikan: Metode Penelitian Kualitatif, Metode Penelitian Kuantitatif dan Metode Penelitian Kombinasi (Mixed
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Pendas : Jurnal Ilmiah Pendidikan Dasar
This work is licensed under a Creative Commons Attribution 4.0 International License.
