Analisis Proses Pembelajaran Matematika untuk Siswa Berkebutuhan Khusus di Kelas Inklusi
DOI:
https://doi.org/10.30605/proximal.v9i2.8611Keywords:
Pembelajaran Matematika Anak Berkebutuhan Khusus, Pendidikan InklusiAbstract
Penelitian ini mengeksplorasi proses pembelajaran matematika untuk siswa penyandang disabilitas (ABK) di kelas inklusi di SD Negeri 6 Lokkasaile Pangkajene, Indonesia. Penelitian ini menjadi penting mengingat meningkatnya implementasi pendidikan inklusif di Indonesia belum sepenuhnya diimbangi dengan kesiapan sumber daya, tenaga pendidik khusus, serta sarana pembelajaran yang memadai, khususnya dalam pembelajaran matematika yang menuntut kemampuan berpikir abstrak. Kondisi tersebut berpotensi menyebabkan kesenjangan layanan pendidikan dan rendahnya keterlibatan serta pemahaman konsep matematika bagi ABK. Sejalan dengan kebijakan nasional (Permendiknas No. 70/2009, UU No. 8/2016) dan kerangka kerja global Tujuan Pembangunan Berkelanjutan PBB No. 4, penelitian ini mengeksplorasi tantangan sistemik dan strategi praktis untuk pendidikan yang adil. Data dikumpulkan melalui observasi kelas, wawancara semi-terstruktur dengan guru, dan analisis artefak (rencana pelajaran, pekerjaan siswa), dengan analisis tematik yang dilakukan melalui NVivo. Temuan menunjukkan adanya hambatan yang signifikan: (1) ketiadaan Guru Pendidikan Khusus (GPK), yang memaksa pendidik umum untuk menjalankan peran ganda, dan (2) infrastruktur yang tidak memadai, termasuk materi pembelajaran yang seragam dan kurangnya ruang sumber daya, yang menghambat keterlibatan dan penguasaan konsep-konsep matematika oleh ABK. Terlepas dari upaya guru untuk memodifikasi rencana pembelajaran, ABK kesulitan dalam penalaran abstrak dan pemecahan masalah karena dukungan yang terpecah-pecah dan lingkungan yang bising dan ramai. Studi ini mengusulkan solusi berbasis bukti yang berakar pada Universal Design for Learning (UDL), termasuk merekrut GPK, membangun ruang sumber daya multisensorik, dan mengintegrasikan bimbingan teman sebaya. Rekomendasi untuk para pembuat kebijakan menekankan pada pendanaan hibah infrastruktur dan penegakan kepatuhan terhadap standar inklusi, sementara sekolah-sekolah didesak untuk mengadopsi media pembelajaran yang disesuaikan dengan kebutuhan siswa dan dukungan individual. Dengan mengatasi kesenjangan sistemik ini, studi ini berkontribusi pada strategi lokal untuk meningkatkan pendidikan matematika inklusif di sekolah dasar serta menjembatani kesenjangan antara kebijakan dan praktik pendidikan inklusif.References
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