ANALISIS KETERAMPILAN SOSIAL ANAK INKLUSI DALAM PEMBELAJARAN BERBASIS PROYEK KELAS I SDN MARGOREJO VI SURABAYA

ANALYSIS OF SOCIAL SKILLS OF INCLUSIVE CHILDREN IN PROJECT-BASED LEARNING IN GRADE I ELEMENTARY SCHOOL MARGOREJO VI SURABAYA

Tujuan  penelitian ini adalah untuk mengetahui strategi yang dilakukan guru dalam mengembangkan keterampilan sosial siswa inklusi dan sejauh mana keberhasilan strategi tersebut. Penelitian ini menggunakan pendekatan kualitatif dengan jenis studi kasus, dengan menggunakan teknik pengumulan data berupa wawancara, observasi, serta dokumentasi. Hasil penelitian ini menunjukkan bahwa guru menerapkan berbagai strategi, seperti bimbingan pribadi, pengaturan posisi duduk, pengondisian lingkungan, serta strategi berbasis kolaborasi. Beberapa strategi terbukti berhasil meningkatkan respons sosial siswa, seperti keberanian menyampaikan kesulitan, meniru perilaku baik, dan menunjukkan empati dengan bahasa sederhana. Sementara itu, strategi kolaboratif masih belum optimal karena belum mampu berpartisipasi aktif dalam kerja kelompok, meskipun sudah menunjukkan perkembangan tanggung jawab dan asersi. Faktor pendukung dalam pengembangan keterampilan sosial meliputi dukungan, lingkungan kelas, serta motivasi internal siswa. Adapun hambatannya berasal dari kurangnya pemahaman teman sebaya, keterbatasan daya ingat guru, serta lingkungan sosial di rumah yang belum inklusif. 

The purpose of this study was to determine the strategies used by teachers in developing social skills of inclusive students and the extent of success of these strategies. This study used a qualitative approach with a case study type, using data collection techniques in the form of semi-structured interviews, non-participant observation, and documentation collection. The results of this study indicate that teachers apply various strategies, such as personal guidance, seating arrangements, environmental conditioning, and collaboration-based strategies. The strategies of personal guidance, seating arrangements, and environmental conditioning have proven successful in increasing students' social responses, such as the courage to convey difficulties, imitate good behavior, and show empathy in simple language. Meanwhile, collaborative strategies are still not optimal because they have not been able to actively participate in group work, although they have shown developments in responsibility and assertion. Supporting factors in the development of social skills include support, classroom environment, and students' internal motivation. The obstacles come from the lack of understanding of peers, limited teacher memory, and the social environment at home that is not yet inclusive.