Implementasi Diferensiasi Pembelajaran dalam Pendidikan Inklusif untuk Anak Autis dan Disabilitas Intelektual
DOI:
https://doi.org/10.63863/jce.v3i1.288Keywords:
pendidikan inklusif, diferensiasi pembelajaran, anak autis, disabilitas intelektualAbstract
Pendidikan inklusif menuntut sekolah reguler untuk mampu mengakomodasi keberagaman karakteristik dan kebutuhan belajar peserta didik, termasuk anak autis dan anak dengan disabilitas intelektual. Namun, dalam praktiknya, pembelajaran di kelas inklusif masih sering menggunakan pendekatan yang seragam sehingga kurang responsif terhadap perbedaan kemampuan siswa. Penelitian ini bertujuan untuk mendeskripsikan implementasi diferensiasi pembelajaran dalam pendidikan inklusif bagi anak autis dan anak dengan disabilitas intelektual, serta mengidentifikasi strategi, hambatan, dan implikasinya bagi praktik pembelajaran di sekolah. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus deskriptif. Data dikumpulkan melalui observasi pembelajaran di kelas inklusif, wawancara dengan guru, dan studi dokumentasi pembelajaran. Hasil penelitian menunjukkan bahwa guru telah menerapkan diferensiasi pembelajaran melalui penyesuaian konten, proses, produk, dan lingkungan belajar, meskipun sebagian besar masih bersifat intuitif dan belum terencana secara sistematis. Diferensiasi pembelajaran membantu meningkatkan partisipasi dan keterlibatan anak autis dan anak dengan disabilitas intelektual dalam kegiatan belajar. Temuan ini menegaskan pentingnya penguatan kompetensi guru dan dukungan institusional agar diferensiasi pembelajaran dapat diterapkan secara lebih konsisten dalam pendidikan inklusif.
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