PEMAHAMAN GURU KELAS DALAM PEMBELAJARAN ILMU PENGETAHUAN ALAM DAN SOSIAL BAGI ANAK BERKEBUTUHAAN KHUSUS DI SEKOLAH DASAR NEGERI PENYELENGGARA PENDIDIKAN INKLUSIF DI KECAMATAN CAKUNG JAKARTA TIMUR

MUHAMMAD LABIB ARRASYID, . (2026) PEMAHAMAN GURU KELAS DALAM PEMBELAJARAN ILMU PENGETAHUAN ALAM DAN SOSIAL BAGI ANAK BERKEBUTUHAAN KHUSUS DI SEKOLAH DASAR NEGERI PENYELENGGARA PENDIDIKAN INKLUSIF DI KECAMATAN CAKUNG JAKARTA TIMUR. Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Rendahnya keterlibatan optimal anak berkebutuhan khusus (ABK) dalam pembelajaran Ilmu Pengetahuan Alam dan Sosial (IPAS) sering kali bukan disebabkan oleh keterbatasan anak, melainkan oleh sejauh mana guru kelas memahami cara menyesuaikan pembelajaran bagi mereka. Namun, sejauh ini belum tersedia gambaran empiris dan terukur mengenai pemahaman tersebut, khususnya di sekolah dasar negeri penyelenggara pendidikan inklusif. Penelitian ini bertujuan untuk memperoleh gambaran empiris mengenai pemahaman guru kelas dalam pembelajaran IPAS bagi anak berkebutuhan khusus di Sekolah Dasar Negeri penyelenggara pendidikan inklusif Kecamatan Cakung, Jakarta Timur, ditinjau dari enam aspek: karakteristik peserta didik, asesmen kebutuhan belajar, perencanaan, pelaksanaan, evaluasi, dan prinsip pembelajaran inklusif. Penelitian ini menggunakan pendekatan kuantitatif dengan metode survei deskriptif terhadap 68 guru kelas fase B dan C yang dipilih melalui purposive sampling. Data dikumpulkan menggunakan angket 50 butir pernyataan dan dianalisis menggunakan statistik deskriptif berupa frekuensi, persentase, mean, median, modus, dan standar deviasi. Hasil penelitian menunjukkan pemahaman guru kelas berada pada kategori sangat tinggi dengan persentase capaian sebesar 82,51%. Aspek karakteristik peserta didik memperoleh capaian tertinggi (85,75%), mencerminkan kemampuan guru mengenali keberagaman karakteristik dan kebutuhan belajar peserta didik, sedangkan aspek prinsip pembelajaran inklusif memperoleh capaian terendah (80,74%). Selisih menuju skor ideal pada kedua aspek tersebut sebagian besar terbentuk dari kesenjangan antara pemahaman prinsip dan kemampuan menerjemahkannya ke dalam keputusan teknis pembelajaran, seperti strategi komunikasi bagi hambatan spesifik, bukan dari penolakan terhadap keberagaman peserta didik. Berdasarkan temuan tersebut, penguatan kompetensi guru melalui pelatihan yang lebih spesifik dan berbasis praktik direkomendasikan untuk mendukung implementasi pembelajaran IPAS yang lebih inklusif. ***** Low optimal engagement of children with special needs in learning Natural and Social Sciences (IPAS) is often not caused by the children's limitations, but by the extent to which classroom teachers understand how to adapt instruction for them. However, an empirical and measurable picture of this understanding has not yet been available, particularly in state elementary schools implementing inclusive education. This study aims to obtain an empirical picture of classroom teachers' understanding of teaching IPAS to children with special needs in State Elementary Schools implementing inclusive education in Cakung, District, East Jakarta, examined through six aspects: student characteristics, learning needs assessment, planning, implementation, evaluation, and the principles of inclusive learning. This study employed a quantitative approach using a descriptive survey method involving 68 Phase B and Phase C classroom teachers selected through purposive sampling. Data were collected using a 50-item questionnaire and analyzed using descriptive statistics, including frequency, percentage, mean, median, mode, and standard deviation. The findings indicate that classroom teachers' understanding falls into the very high category, with an overall achievement of 82.51%. The aspect of student characteristics obtained the highest achievement (85.75%), reflecting teachers' ability to recognize the diversity of students' characteristics and learning needs, while the aspect of inclusive learning principles obtained the lowest achievement (80.74%). The gap toward the ideal score in both aspects mainly stemmed from a discrepancy between understanding principles and the ability to translate them into technical instructional decisions, such as communication strategies for specific barriers, rather than from a rejection of student diversity. Based on these findings, strengthening teacher competence through more specific, practice-based training is recommended to support the implementation of more inclusive IPAS instruction.

Item Type:	Thesis (Sarjana)
Additional Information:	1). Dr. Lalan Erlani, M.Ed. ; 2). Budi Santoso, M.Pd
Subjects:	Pendidikan > Pendidikan Khusus
Divisions:	FIP > S1 Pendidikan Luar Biasa
Depositing User:	Muhammad Labib Arrasyid .
Date Deposited:	18 Aug 2026 10:26
Last Modified:	18 Aug 2026 10:26
URI:	http://repository.unj.ac.id/id/eprint/71109

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