Peran Guru Pendamping Khusus Dalam Pembelajaran Peserta Didik Inklusif Di Sekolah Inklusi (Study Multisitus SDN 1 Guntung Paikat Banjarbaru Dan SDN 1 Sungai Ulin Banjarbaru) 

The Role of Special Education Teachers in the Learning Process of Inclusive Students in Inclusive Schools (A Multisite Study at SDN 1 Guntung Paikat Banjarbaru and SDN 1 Sungai Ulin Banjarbaru) 

Penelitian ini bertujuan untuk mendeskripsikan peran Guru Pendamping Khusus (GPK) dalam pembelajaran peserta didik inklusif di sekolah inklusi melalui studi multisitus di SDN 1 Guntung Paikat Banjarbaru dan SDN 1 Sungai Ulin Banjarbaru. Fokus penelitian meliputi peran GPK dalam perencanaan, pelaksanaan, dan evaluasi pembelajaran, pengelolaan lingkungan belajar yang adaptif, kolaborasi dengan guru kelas dan kepala sekolah, serta faktor pendukung dan hambatan dalam pelaksanaan peran tersebut. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data berupa wawancara mendalam, observasi, dan studi dokumentasi. Analisis data dilakukan melalui reduksi data, penyajian data, analisis lintas situs, dan verifikasi data menggunakan teknik member check.

Hasil penelitian menunjukkan bahwa GPK memiliki peran strategis dalam mendukung keberhasilan pendidikan inklusif. Pada tahap perencanaan, GPK melakukan asesmen fungsional, menyusun Program Pembelajaran Individual (PPI), serta mengadaptasi rencana pembelajaran sesuai kebutuhan peserta didik. Pada tahap pelaksanaan, GPK menerapkan strategi pembelajaran berdiferensiasi, memberikan pendampingan individual di kelas reguler, serta menyediakan layanan kompensatoris melalui penggunaan media dan metode pembelajaran adaptif. Dalam evaluasi pembelajaran, GPK berperan dalam melakukan asesmen autentik, observasi perkembangan peserta didik, dan pelaporan hasil belajar secara kolaboratif. Perbedaan pelaksanaan peran GPK antar situs dipengaruhi oleh jumlah dan kompetensi GPK, karakteristik peserta didik berkebutuhan khusus, fasilitas sekolah, serta dukungan manajerial. Hambatan yang ditemukan meliputi keterbatasan sarana, beban kerja tinggi, dan pemahaman guru reguler yang belum optimal terhadap peran GPK. Penelitian ini menegaskan bahwa optimalisasi peran GPK memerlukan dukungan institusional dan kolaborasi lintas peran untuk mewujudkan pembelajaran inklusif yang bermutu dan berkeadilan. Kata kunci: guru pendamping khusus, pendidikan inklusif, pembelajaran berdiferensiasi, studi multisitus.  

This study aims to describe the roles of Special Education Teachers (SETs) in supporting the learning of inclusive students in inclusive schools through a multisite study conducted at SDN 1 Guntung Paikat Banjarbaru and SDN 1 Sungai Ulin Banjarbaru. The focus of the study includes the roles of SETs in instructional planning, implementation, and evaluation, the management of adaptive learning environments, collaboration with classroom teachers and school principals, as well as supporting and inhibiting factors affecting the implementation of these roles. This research employed a descriptive qualitative approach. Data were collected through in-depth interviews, observations, and documentation. Data analysis was carried out through data reduction, data display, cross-site analysis, and data verification using member checking techniques.

The findings indicate that Special Education Teachers play a strategic role in ensuring the effective implementation of inclusive education. In the planning stage, SETs conduct functional assessments, develop Individualized Education Programs (IEPs). and adapt lesson plans to meet students’ diverse needs. During the implementation stage, SETs apply differentiated instructional strategies, provide individualized assistance in regular classrooms, and deliver compensatory services through the use of adaptive learning media and methods. In the evaluation stage, SETs are involved in conducting authentic assessments, monitoring students’ progress, and collaboratively reporting learning outcomes with classroom teachers and parents. Differences in the implementation of SET roles across sites are influenced by the number and qualifications of SETs, the characteristics of students with special needs, the availability of facilities, and the level of managerial support from schools. The challenges identified include limited resources, high workloads, and insufficient understanding of SET roles among some regular classroom teachers. This study concludes that optimizing the roles of Special Education Teachers requires strong institutional support and cross-role collaboration to achieve high-quality, adaptive, and equitable inclusive education for all learners. Keywords: special education teacher, inclusive education, differentiated instruction, multisite study.