STRATEGI GURU DALAM MENGELOLA PEMBELAJARAN INKLUSIF UNTUK MEWUJUDKAN KEHARMONISAN ANTARA SISWA BERKEBUTUHAN KHUSUS DAN SISWA REGULER KELAS IV A SD INSAN PRESTASI SCHOOL DENPASAR
DOI:
https://doi.org/10.23969/jp.v11i03.57261Keywords:
inclusive education, teacher strategies, student harmonyAbstract
Inclusive education is an educational system that provides opportunities for
all learners. The diversity of student characteristics in inclusive classrooms requires teachers to implement learning strategies capable of accommodating the learning needs of every student while simultaneously fostering harmonious social
relationships. The issues examined in this study include: (1) teacher strategies for
managing inclusive learning; (2) obstacles faced by teachers in fostering harmony
between students with special needs and regular students; and (3) efforts made to
overcome these obstacles. This study aims to identify the teacher's strategies, the
obstacles encountered, and the efforts undertaken to manage inclusive learning in
order to foster harmony between students with special needs and regular students
in Class IV-A at SD Insan Prestasi School Denpasar. This study employs constructivist and behaviorist theories. The research subject is the homeroom teacher of Class IV-A at SD Insan Prestasi School Denpasar. The study utilizes a qualitative approach with data collection methods comprising observation, interviews, and documentation. Data were analyzed using the Miles and Huberman model, which involves data reduction, data display, and
conclusion drawing. The research results indicate that: (1) teacher strategies for managing inclusive learning are implemented through differentiated instruction, cooperative learning, the fostering of positive social interactions, and the use of a modified scientific approach; (2) obstacles faced by teachers include diverse student cognitive abilities, limitations regarding time and classroom management, limited learning media, and a lack of parental involvement; and (3) the efforts made by the teacher to overcome these obstacles, namely developing learning media, implementing "3-minute focus" learning, modifying student worksheets (LKPD) and utilizing simple media, and strengthening cooperation with students' parents.
Downloads
References
Agung, Y. R., Fu’ady, M. A., & Surur, M. (2018). Kohesi sosial dalam membentuk harmoni kehidupan komunitas. Jurnal Psikologi Perseptual. http://jurnal.umk.ac.id/index.php/perseptual
Astuti, R. F., & Putri, K. A. (2024). Peran pendidikan inklusif: Strategi dan tantangan dalam penghapusan diskriminasi terhadap anak-anak berkebutuhan khusus. Jurnal Pendidikan Inklusif, 8(2), 109–119.
Aunurrahman. (2008). Perdamaian dan harmoni dalam perspektif pendidikan. Jurnal Ilmu-Ilmu Keislaman, 32.
Beridanissa, D. A., Mustakimah, M., & Mursid, M. (2025). Strategi guru dalam menerapkan pendidikan inklusif berbasis sekolah ramah anak. Aulad: Journal on Early Childhood, 8(3), 1236–1246.
Chan, F., Kurniawan, A. R., Nurmaliza, Herawati, N., Efendi, R. N., & Mulyani, J. S. (2019). Strategi guru dalam mengelola kelas di sekolah dasar. International Journal of Elementary Education, 3.
Hasriadi. (2022). Strategi pembelajaran (Firman, Ed.). Mata Kata Inspirasi.
Hayati, J. P., Wahyu, D., Mulyani, C., & SDN Antar Baru 1 Marabahan. (2021). Strategi pembelajaran peserta didik anak berkebutuhan khusus (ABK) di SDN Antar Baru 1 Marabahan. Jurnal Pendidikan Hayati, 7(4), 197–216.
Isroani, F., Juniarni, C., Kurdi, M. S., Mukhlishin, M., Hasanah Hamdil, S., Komalasari, D., Suryadi, M. S., Khoiri, A. A., Jazuli, S., & De Vega, N. (2024). Pendidikan inklusif (S. Nurhayati, Ed.). Penerbit Aina Media Baswara. www.penerbitainamediabaswara.com
Khairani, S., & Ritonga, S. (2025). Peer interaction patterns among eighth grade students at Sinar Husni Helvetia Junior High School. Journal of General Education and Humanities, 4(4), 2117–2130.
Lamatenggo, N. (2020). Strategi pembelajaran. Bumi Aksara.
Mauliddiyah, I., & Permata, S. D. (2025). Strategi pembelajaran untuk anak berkebutuhan khusus di sekolah dasar inklusif. Jurnal Pendidikan Inklusi Citra Bakti, 3(1), 33–41.
Mulya, N. H., & Fauziah, A. N. M. (2023). Pembelajaran IPA kolaboratif: Siswa reguler dan anak berkebutuhan khusus berkontribusi aktif dalam mencapai tujuan bersama. Jurnal Pendidikan MIPA, 13(2), 473–477.
Nuryadi, A. A., Sania, N. F., Rokhim, A. N. N., Fitammami, V., Jannah, D. N. H., Sari, F. M., & Putra, G. M. C. (2025). Studi interaksi sosial siswa reguler terhadap siswa berkebutuhan khusus di SDN Purwoyoso 04. Jurnal Pengajaran Sekolah Dasar, 4(2), 324–336.
Nurzannah, S. (2022). Peran guru dalam pembelajaran. Alacrity: Journal of Education, 2(3). http://lpppipublishing.com/index.php/alacrity
Octavia Ramadani Uspan, S., Fujiaturrahman, S., & Program Studi Guru Sekolah Dasar. (2025). Strategi guru dalam mengelola kelas inklusif sekolah dasar. Jurnal Ilmiah Pendidikan Dasar, 10.
Pujiaty, E. (2024). Strategi pengelolaan pendidikan inklusif untuk meningkatkan aksesibilitas di sekolah dasar. Jurnal Tahsinia, 5(2), 241–252.
Qomaruddin, Q., & Sa’diyah, H. (2024). Kajian teoritis tentang teknik analisis data dalam penelitian kualitatif: Perspektif Spradley, Miles dan Huberman. Journal of Management, Accounting, and Administration, 1(2), 77–84.
Rachmawati, I. N. (2007). Pengumpulan data dalam penelitian kualitatif: Wawancara. Jurnal Keperawatan Indonesia, 11.
Rahmawati, A. F., Widiyanti, M., Nurmeiyanti, & Hasanah, U. (2023). Konsep dasar pendidikan anak berkebutuhan khusus. Psikoborneo: Jurnal Ilmiah Psikologi, 4(2).
Rijal Fadli, M. (2021). Memahami desain metode penelitian kualitatif. Humanika, 21(1), 33–54. https://doi.org/10.21831/hum.v21i1
Sariyani Pramudita, E., & Rizki Prabowo, F. (2025). Strategi pembelajaran inklusif untuk siswa berkebutuhan khusus di kelas reguler. Jurnal Ilmiah Ilmu Pendidikan dan Sosial Humaniora, 1. http://jurnal.muaraedukasi.id/index.php/muradik
Seknum, M. F. (2013). Strategi pembelajaran. Jurnal Biologi Science & Education, 123–123.
Shahbana, E. B., Farizqi, F. K., & Satria, R. (2020). Implementasi teori belajar behavioristik dalam pembelajaran. Jurnal Serunai Administrasi Pendidikan, 9.
Siyoto, S., & Sodik, A. (2015). Dasar metodologi penelitian (Ayub, Ed.). Literasi Media Publishing.
Sugiyono. (2013). Metode penelitian kuantitatif, kualitatif, dan R&D. Alfabeta.
Sulung, U., & Muspawi, M. (2024). Memahami sumber data penelitian: Primer, sekunder, dan tersier. Jurnal Edu Research, 5, 112–112.
Susanti, T., & Herawati, N. I. (2024). Implementasi pendidikan inklusif di sekolah dasar Kabupaten Bandung Barat. Jurnal Pendidikan Inklusi, 2.
Ultavia, A. B., Jannati, P., & Malahati, F. (2023). Kualitatif: Memahami karakteristik penelitian sebagai metodologi. Jurnal Pendidikan Dasar, 11(2).
Wulandari, A. E., Baharuddin, Saputra, M. I., Hijriah, U., & Faisal Asyha, A. (2025). Pendidikan inklusif pada anak berkebutuhan khusus di Indonesia: Tinjauan literatur analisis bibliometrik. Action Research Journal Indonesia, 7.
Wulandari, P., Safitri, D., & Info, A. (2024). Penyelenggaraan pendidikan inklusif dan kaitannya dengan interaksi sosial siswa berkebutuhan khusus. JICN: Jurnal Intelek dan Cendikiawan Nusantara, 1. https://jicnusantara.com/index.php/jicn
Septiani, E. Y., Handayani, P., Hasanah, N. L., Maimuna, S., & Fadilah, Y. (2025). Interaksi sosial antara siswa reguler dan siswa berkebutuhan khusus di kelas inklusi sekolah dasar. Jurnal Pendidikan Inklusif.
.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Pendas : Jurnal Ilmiah Pendidikan Dasar
This work is licensed under a Creative Commons Attribution 4.0 International License.
