ANALISIS IMPLEMENTASI PENDIDIKAN INKLUSI DALAM PEMBELAJARAN MATEMATIKA DI SEKOLAH DASAR

Abstrak

This study aims to analyze the implementation of inclusive education in mathematics learning in elementary schools, identify supporting and inhibiting factors, and formulate optimization strategies. The research approach used was a qualitative case study method. Subjects included classroom teachers, special assistant teachers (GPK), school principals, and regular students and children with special needs (ABK). Data were obtained through in-depth interviews, participant observation, and document analysis, then analyzed thematically using the Miles & Huberman model, which includes data reduction, data presentation, and conclusion drawing. The results indicate that the implementation of inclusive education in mathematics learning has been carried out through adaptations in planning, implementation, and assessment, although implementation has been uneven due to limited resources and facilities. Supporting factors include school commitment, the presence of GPK, parental support, and the use of adaptive learning media. Inhibiting factors include limited teacher competency, a lack of specialized media, minimal coordination, and significant differences in student ability levels. Recommended optimization strategies include improving teacher training, strengthening collaboration between classroom teachers and assistant teachers, developing concrete learning media, and fostering inclusive attitudes in schools.