Teacher Readiness in Handling Inclusive Students in Elementary School

Jurnal Ilmiah Sekolah Dasar Volume 6, Number 2, 2022 pp. 197-203 P-ISSN: 2579-3276 E-ISSN : 2549-6174 Open Access: https://doi.org/10.23887/jisd.v6i2.46845 Teacher Readiness in Handling Inclusive Students in Elementary School Meri Septiana Putri1*, Siti Quratul Ain2 1,2 Pendidikan Guru Sekolah Dasar, Universitas Islam Riau, Pekanbaru, Indonesia ARTICLE INFO Article history: Received February 09, 2022 Accepted April 30, 2022 Available online May 25, 2022 Kata Kunci: Kesiapan Guru, Siswa Inklusif, Sekolah Dasar Keywords: Teacher Readiness, Inclusive Students, Elementary School This is an open access article under the CC BY-SA license. Copyright © 2022 by Author. Published by Universitas Pendidikan Ganesha. ABSTRAK Sekolah inklusif sering mengalami berbagai kesulitan dan kendala dalam memberikan pelayanan kepada siswa inklusif. Penelitian ini bertujuan untuk menganalisis bentuk dan faktor yang mempengaruhi kesiapan guru dalam menangani siswa inklusif di sekolah dasar. Penelitian ini menggunakan jenis penelitian kualitatif dengan pendekatan deskriptif. Pelaksanaan Penelitian ini dimulai dari perancangan, penelitian, pelaksanaan, analisis data dan membuat laporan penelitian.Teknik pengumpulan data yang digunakan dalam penelitian ini antara lain wawancara, observasi, dan dokumentasi. Subjek dan objek penelitian ini adalah Kepala Sekolah, 2 Guru, 1 siswa kelas I dan 1 siswa kelas II. Hasil wawancara dan observasi secara nyata terlihat bahwa guru kurang siap dalam menangani siswa inklusif dikarenakan kurangnya pengetahuan dan kepedulian guru terhadap siswa inklusif. Kurangnya rasa penerimaan guru kelas terhadap siswa inklusif termasuk faktor internal berupa kondisi fisik, mental dan emosional, motivasi untuk meningkatkan pengalaman serta kematangan. Faktor sikap negatif guru terhadap siswa inklusif termasuk internal berupa kondisi emosional serta kompetensi sosial. Faktor kurangnya pengetahuan dan pemahaman guru tentang menangani siswa inklusif termasuk faktor eksternal berupa keterampilan, pengetahuan, kecerdasan, kompetensi professional. ABSTRACT Inclusive schools often experience difficulties and obstacles in providing services to inclusive students. This study analyzes the forms and factors influencing teacher readiness to handle inclusive students in elementary schools. This research uses a qualitative research type with a descriptive approach. The implementation of this research starts from the design, research, implementation, data analysis and making research reports. Data collection techniques used in this study include interviews, observation, and documentation. The subjects and objects of this research were the principal, 2 teachers, one first grade student, and one second grade student. The results of interviews and observations clearly show that teachers are not ready to handle inclusive students due to the lack of knowledge and concern of teachers for inclusive students. Lack of class teacher acceptance of inclusive students includes internal factors in the form of physical, mental and emotional conditions, motivation to improve experience and maturity. The negative attitude factors of teachers towards inclusive students include internal in the form of emotional conditions and social competence. Teachers' lack of knowledge and understanding about dealing with inclusive students includes external factors in the form of skills, knowledge, intelligence, and professional competence. 1. INTRODUCTION Education has an important role in human life. Humans need education for life (Mumpuniarti & Lestari, 2019; Ningsih, 2019; Rahmi et al., 2020). Education is a conscious and planned effort to develop the potential of students carried out by teachers in achieving indoor or outdoor learning activities (Junanto & Kusna, 2018; Yuniarni et al., 2019). The learning process is a teacher-student interaction with learning resources that the teacher presents to students (Andangjati et al., 2021; Susanto et al., 2020). Nondiscriminatory education for every citizen shows that every child has the right to obtain educational services that can accommodate each student's needs (Fernandes, 2018; Mumpuniarti & Lestari, 2019; Siron, 2020). All citizens with physical, emotional, mental, intellectual, and social disabilities are entitled to special Corresponding author *E-mail addresses: (Meri Septiana Putri) Jurnal Ilmiah Sekolah Dasar Vol. 6, No. 2, Tahun 2022, pp. 197-203 198 education. Children with special needs have the right to have the same opportunities as other children (regular children) in education (Husna et al., 2019; Mumpuniarti & Lestari, 2019). Children with special needs can continue to receive the same education as other children in Indonesia and facilitate children with special needs to develop special schools (Gasser et al., 2018; Korsgaard et al., 2020). Special schools are designed for children with permanent disabilities. However, the obstacle is that special schools have not been able to accommodate and not all children with special needs can reach the existence of special schools. So one of the efforts made by the government so that all children with special needs can gain access to schools is to organize inclusive education. Inclusive education is the full placement of children with mild, moderate, and severe special needs in the same class as regular students (Andriana & Evans, 2020; Fernandes, 2018; Harahap et al., 2020). The purpose of inclusive education is to provide the widest possible opportunity for students who have physical, social, emotional, and mental disorders, as well as students who have special intelligence or talent to obtain quality education according to their needs and abilities (Baharun & Awwaliyah, 2018; Dewi, 2016). Combining different conditions of children will have implications for service problems. Inclusive schools often experience various difficulties and obstacles in providing these services. SD Negeri 009 Ujungbatu is one of the inclusive elementary schools in Rokan Hulu Regency. As an inclusive elementary school, SD Negeri 009 has two children with special needs, first and second grade. According to interviews, this school has implemented inclusive education quite well. However, it cannot be denied that there are several obstacles to its implementation, one of which is the readiness of classroom teachers to deal with children with special needs. Learning activities for inclusive and regular students are generalized, so no special treatment is given to children with special needs. Children with special needs certainly have differences from normal children in general, so the learning and treatment provided are also different, adapted to the specificity of each child (Adhayati et al., 2016; Husna et al., 2019). It is the reason why classroom teachers still lack the readiness to provide handling and learning for children with special needs. These problems ultimately make children with special needs not optimal in classroom (...truncated)