IMPLEMENTASI PEMBELAJARAN BAGI PESERTA DIDIK BERKEBUTUHAN KHUSUS DI SEKOLAH DASAR INKLUSI JAKARTA TIMUR (Penelitian Survei di Sekolah Dasar Inklusi Jakarta Timur)

AFRILLA AZZAHRA FIRDAUS, . (2026) IMPLEMENTASI PEMBELAJARAN BAGI PESERTA DIDIK BERKEBUTUHAN KHUSUS DI SEKOLAH DASAR INKLUSI JAKARTA TIMUR (Penelitian Survei di Sekolah Dasar Inklusi Jakarta Timur). Sarjana thesis, Universitas Negeri Jakarta.

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Abstract

Penelitian ini bertujuan untuk mengetahui implementasi pembelajaran bagi peserta didik berkebutuhan khusus di sekolah dasar inklusi wilayah Jakarta Timur. Sampel dalam penelitian ini adalah guru yang pernah mengajar anak berkebutuhan khusus di sekolah dasar inklusi wilayah Jakarta Timur sebanyak 234 orang. Pengambilan sampel menggunakan teknik Multistage Sampling. Metode yang digunakan adalah metode survei dengan teknik deskriptif. Pengumpulan data dilakukan dengan penyebaran kuesioner kepada guru yang menjadi sampel penelitian. Kuesioner memuat 40 butir pertanyaan yang terbagi ke dalam 3 aspek yaitu: (1) Perencanaan pembelajaran (2) Proses Pembelajaran dan (3) Evaluasi Pembelajaran. Hasil penelitian menunjukkan bahwa secara umum, implementasi pembelajaran bagi PDBK di sekolah inklusi berjalan dengan baik dengan nilai ketercapaian 68%. Aspek proses pembelajaran memperoleh nilai tertinggi yaitu 76% pada kategori baik, selanjutnya aspek evaluasi pembelajaran memperoleh nilai 70% pada kategori baik, dan aspek perencanaan pembelajaran memperoleh nilai terendah yaitu 63% pada kategori cukup. Guru telah menunjukkan upaya dalam memberikan layanan pembelajaran yang lebih fleksibel sesuai dengan kondisi peserta didik. Namun demikian, implementasi pembelajaran inklusif masih memerlukan peningkatan kualitas, dukungan dan kerja sama dari guru, sekolah, pemerintah, serta tenaga profesional agar implementasi pembelajaran inklusif dapat berjalan lebih optimal, konsisten, dan berkelanjutan. ***** This study aims to examine the implementation of learning for students with special needs in inclusive elementary schools in the East Jakarta area. The sample consisted of 234 teachers who had experience teaching students with special needs in inclusive elementary schools in East Jakarta. The sampling technique used was Multistage Sampling. The research employed a survey method with a descriptive approach. Data were collected through the distribution of questionnaires to teachers who served as research participants. The questionnaire consisted of 40 items categorized into three aspects: (1) Learning Planning, (2) Learning Implementation, and (3) Learning Evaluation. The results of this study indicate that, overall, the implementation of learning for students with special educational needs in inclusive schools was in the good category with an overall attainment score of 68%. The learning process aspect obtained the highest score of 76%, which falls into the good category. This was followed by the learning assessment aspect, which achieved a score of 70% and was also categorized as good. Meanwhile, the learning planning aspect received the lowest score of 63%, placing it in the fair category. These findings suggest that teachers have made efforts to provide more flexible learning services that accommodate students' individual needs and characteristics. Nevertheless, the implementation of inclusive learning still requires continuous improvement in quality, stronger support, and closer collaboration among teachers, schools, the government, and other educational professionals to ensure that inclusive learning practices are implemented more effectively, consistently, and sustainably.

Item Type:	Thesis (Sarjana)
Additional Information:	1) Dr. Asep Supena, M.Psi. ; 2) Dr. Indra Jaya, M.Pd.
Subjects:	Pendidikan > Pendidikan Khusus
Divisions:	FIP > S1 Pendidikan Luar Biasa
Depositing User:	Afrilla Azzahra Firdaus .
Date Deposited:	20 Aug 2026 06:48
Last Modified:	20 Aug 2026 06:48
URI:	http://repository.unj.ac.id/id/eprint/71570

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