KOLABORASI GURU KELAS DAN SHADOW TEACHER DALAM PEMBELAJARAN IPS BAGI PESERTA DIDIK BERKEBUTUHAN KHUSUS DI SEKOLAH DASAR INKLUSIF
DOI:
https://doi.org/10.33143/Abstract
Penelitian ini bertujuan untuk mendeskripsikan bentuk kolaborasi guru kelas dan shadow teacher dalam pembelajaran Ilmu Pengetahuan Sosial (IPS) bagi peserta didik berkebutuhan khusus (PDBK) di sekolah dasar inklusif. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus pada salah satu sekolah dasar penyelenggara pendidikan inklusif. Subjek penelitian terdiri atas guru kelas, shadow teacher, kepala sekolah, serta peserta didik berkebutuhan khusus. Data dikumpulkan melalui observasi, wawancara mendalam, dan dokumentasi. Analisis data dilakukan menggunakan model Miles, Huberman, dan Saldaña yang meliputi reduksi data, penyajian data, serta penarikan kesimpulan. Hasil penelitian menunjukkan bahwa kolaborasi guru kelas dan shadow teacher dilakukan melalui perencanaan pembelajaran bersama, pembagian peran saat proses pembelajaran berlangsung, pemberian pendampingan individual sesuai kebutuhan peserta didik, serta evaluasi pembelajaran secara berkala. Kolaborasi tersebut memberikan dampak positif terhadap partisipasi belajar, interaksi sosial, dan pencapaian hasil belajar peserta didik berkebutuhan khusus. Meskipun demikian, masih ditemukan kendala berupa keterbatasan waktu koordinasi, perbedaan pemahaman mengenai strategi pembelajaran inklusif, dan minimnya pelatihan bagi guru. Oleh karena itu, diperlukan penguatan kompetensi guru serta dukungan sekolah agar kolaborasi dapat berjalan secara optimal. Kata Kunci: kolaborasi guru, shadow teacher, pembelajaran IPS, pendidikan inklusif, peserta didik berkebutuhan khususReferences
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