Strategi Manajemen Kelas Inklusi dalam Mendukung Capaian Prestasi Peserta Didik Berkebutuhan Khusus (ABK) (Studi Multi Situs di SD Muhammadiyah 1 Balongpanggang dan di UPT SDN 120 Gresik)

Inclusive Classroom Management Strategies in Supporting the Achievement of Students with Special Needs (ABK) (A Multi-Site Study at SD Muhammadiyah 1 Balongpanggang and UPT SDN 120 Gresik)

ABSTRAK

Zaenab, Siti. 2025. Strategi Manajemen Kelas Inklusi dalam Mendukung Capaian Prestasi Peserta Didik Berkebutuhan Khusus (ABK) (Studi Multi Situs di SD Muhammadiyah 1 Balongpanggang dan di UPT SDN 120 Gresik). Tesis. Program Studi S-2 Manajemen Pendidikan, Fakultas Ilmu Pendidikan, Universitas Negeri Surabaya. Pembimbing: (I) Prof. Dr. Siti Masitoh, M.Pd., dan (II) Dr. Kaniati Amalia, M.Pd.

Penelitian ini bertujuan menganalisis strategi manajemen kelas inklusi yang diterapkan guru di dua sekolah dasar dalam mendukung capaian prestasi peserta didik berkebutuhan khusus (ABK). Pendekatan kualitatif dengan desain studi multi situs dilakukan di SD Muhammadiyah 1 Balongpanggang dan UPT SDN 120 Gresik. Data dikumpulkan melalui observasi, wawancara mendalam, dan studi dokumentasi, dengan subjek kepala sekolah, guru, wali kelas, dan orang tua. Hasil penelitian menunjukkan strategi meliputi: (1) perencanaan pembelajaran terdiferensiasi berbasis Kurikulum Merdeka dan penguatan karakter; (2) pengaturan fisik kelas ramah ABK, seperti penyesuaian posisi duduk, alat bantu visual, dan keamanan lingkungan; serta (3) organisasi kelas yang mendorong interaksi sosial melalui pembelajaran kolaboratif, kelompok heterogen, dan komunikasi personal. Kendala guru mencakup keterbatasan alat bantu, belum adanya guru pendamping khusus, dan minimnya pemahaman tentang pendidikan inklusi. Namun, guru menunjukkan komitmen tinggi melalui inovasi pembelajaran dan kolaborasi dengan orang tua serta lembaga terkait. Kesimpulan penelitian ini menekankan bahwa keberhasilan manajemen kelas inklusi dipengaruhi kesiapan guru memahami karakteristik ABK serta penerapan strategi fleksibel, adaptif, dan kolaboratif. Rekomendasi diarahkan pada peningkatan pelatihan, penyediaan sarana pendukung, dan penguatan kemitraan dengan lembaga profesional.

Kata Kunci: Anak berkebutuhan khusus, Manajemen kelas inklusi, Pendidikan inklusi, prestasi belajar.

ABSTRACT

Zaenab, Siti. 2025. Inclusive Classroom Management Strategies in Supporting the Achievement of Students with Special Needs (ABK) (A Multi-Site Study at SD Muhammadiyah 1 Balongpanggang and UPT SDN 120 Gresik). Thesis. Master Program in Educational Management, Faculty of Education, State University of Surabaya. Advisors: (I) Prof. Dr. Siti Masitoh, M.Pd., and (II) Dr. Kaniati Amalia, M.Pd.

This study aims to analyze inclusive classroom management strategies implemented by teachers in two elementary schools to support the academic achievement of students with special needs (ABK). A qualitative approach with a multi-site study design was conducted at SD Muhammadiyah 1 Balongpanggang and UPT SDN 120 Gresik. Data were collected through observation, in-depth interviews, and document analysis, involving principals, teachers, homeroom teachers, and parents as research subjects. The findings show that the strategies include: (1) differentiated learning planning based on the Merdeka Curriculum and character development; (2) inclusive classroom physical arrangements, such as seating adjustments, visual learning aids, and ensuring a safe environment; and (3) classroom organization promoting social interaction through collaborative learning, heterogeneous groups, and personal communication. The challenges faced by teachers include limited learning aids, the absence of special assistant teachers, and insufficient understanding of inclusive education. Nevertheless, teachers demonstrated strong commitment through learning innovations and collaboration with parents and related institutions. The study concludes that the success of inclusive classroom management is influenced by teachers’ readiness to understand ABK characteristics and the implementation of flexible, adaptive, and collaborative strategies. Recommendations are directed at improving teacher training, providing supporting facilities, and strengthening partnerships with professional institutions.

Keywords: Inclusive classroom management, Inclusive education,  Learning achievement, Students with special needs.