PENINGKATAN KOMPETENSI GURU SEKOLAH INKLUSIF DALAM PENANGANAN ANAK BERKEBUTUHAN PENDIDIKAN KHUSUS MELALUI PEMBELAJARAN KOLABORATIF - Rudiyati, Sari (Jurnal Cakrawala Pendidikan, 2013)
Abstrak: Penelitian ini bertujuan untuk meningkatkan kompetensi profesional guru sekolah inklusif dalam menangani anak berkebutuhan pendidikan khusus melalui pembelajaran kolaboratif. Jenis penelitian ini adalah penelitian tindakan. Subjek penelitian ini adalah 20 guru reguler dan 10 guru pembimbing khusus di 10 sekolah-sekolah dasar inklusif. Teknik pengumpulan data menggunakan tes, pengamatan berperan serta, wawancara mendalam, dan analisis dokumen. Analisis data dilakukan dengan analisis deskriptif. Pelaksanaan penelitian dilakukan lewat dua siklus yang diawali dengan pretes. Siklus ke-1 berupa pelatihan dan workshop dan siklus ke-2 berupa pendampingan pelaksanaan pembelajaran kolaboratif. Temuan hasil penelitian ini adalah bahwa pembelajaran kolaboratif terbukti dapat meningkatkan kompetensi profesional guru sekolah inklusif dalam penanganan anak berkebutuhan pendidikan khusus Kata Kunci: kompetensi guru, anak berkebutuhan pendidikan khusus, sekolah inklusif, pembelajaran kolaboratif IMPROVING TEACHERS' COMPETENCIES IN TREATING CHILREN WITH SPECIAL EDUCATIONAL NEEDS IN INCLUSIVE SCHOOLS THROUGH COLLABORATIVE INSTRUCTION Abstract: This study aimed to improve professional teachers' competencies in treating children with special educational needs in inclusive schools through collaborative instruction.The study was action research. The subjects of this study were 20 regular teachers and 10 special guidance teachers 10 inclusive schools. The data, collected using a test, participant observation, in-depth interview, and a document analysis, were analyzed using the descriptive analysis provided by descriptive analysis. The study was carried out in two cycles with a pretest. The first cycle was in the form of workshops and the second cycle was in the form of providing support for the implementation of the collaborative instruction. The findings of this study showed that the collaborative instruction could improve the the teachers' professional competencies in inclusive schools in treating children with special educational needs. Keywords: teacher competencies, children with special educational needs, inclusive school, collaborative instruction