Pendampingan Pendidikan Inklusi Untuk Guru PAUD pada Taman Kanak-Kanak Aisyiyah
DOI:
https://doi.org/10.62951/dinsos.v2i4.2704Keywords:
Children Special Needs, Inclusive Education, Knowledge, Skills, Teacher TrainingAbstract
This community service activity aims to improve the knowledge and skills of Aisyiyah Kindergarten teachers in developing their potential and professional competence related to the implementation of inclusive education. Inclusive education requires teachers to have a sufficient understanding of the characteristics of children with special needs (ABK) and the ability to manage diverse students in the classroom. This activity was implemented in the form of systematically designed and applicable workshops and seminars. The training materials covered four main components: recognizing the characteristics of children with special needs, the concepts and principles of inclusive education, curriculum accommodations and assessments in inclusive classrooms, and techniques for identifying and evaluating learning for children with special needs. The results of the activity showed a significant increase in teachers' understanding and skills in managing inclusive classrooms, particularly in developing Individual Learning Plans (ILPs) tailored to the needs of the children. Teachers also became more confident in implementing adaptive and responsive learning strategies to the diversity of students. However, the sustainability of the program still faces several challenges, including limited supporting resources and minimal parental involvement and support. Therefore, ongoing synergy between schools, parents, and other stakeholders is needed to support the optimal implementation of inclusive education.
References
Athalia, A., Sonya, Y., & Purwanti, M. (2025). Analisis kompetensi pedagogik guru PAUD dalam mengajar di kelas inklusi. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 9(1), 242–252. https://doi.org/10.31004/obsesi.v9i1.6857
Faizin, I., Pranoto, Y. K. S., Diana, D., & Budiyono, B. (2025). Penguatan kompetensi guru PAUD dalam mendukung pendidikan inklusif: Tinjauan sistematis literatur. Indonesian Journal of Early Childhood: Jurnal Dunia Anak Usia Dini, 7(2), 361–376. https://doi.org/10.35473/ijec.v7i2.4142
Falera, A. (2024). Preferensi pendidik atas konsep sekolah ramah anak di PAUD inklusi. Kiddo: Jurnal Pendidikan Islam Anak Usia Dini, 1(1), 721–730. https://doi.org/10.19105/kiddo.v1i1.12757
Fauziyah, C., Nursalim, M., & Purwoko, B. (2025). Efektivitas pelatihan guru terhadap implementasi pendidikan inklusif di pendidikan anak usia dini. Jurnal Madinasika: Manajemen Pendidikan dan Keguruan, 6(2), 136–145. https://doi.org/10.31949/madinasika.v6i2.13891
Fitria, A. W., Arismunandar, A., & Tolla, I. (2024). Meningkatkan kualitas pendidikan inklusi di PAUD: Tantangan dan inovasi dalam penerapan pembelajaran inklusif. Jurnal Pelita PAUD, 9(1), 237–244. https://doi.org/10.33222/pelitapaud.v9i1.4321
Insiatun, I., Karya, G., Ediyanto, E., & Sunandar, A. (2021). Implementasi pendidikan inklusi pada jenjang PAUD. Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan, 1(11), 873–878. https://doi.org/10.17977/um065v1i112021p873-878
Ismail, K. K. A., & Suparno, S. (2023). Pengembangan buku panduan guru pembimbing khusus berbasis asesmen di TK inklusif. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 7(3), 2862–2874. https://doi.org/10.31004/obsesi.v7i3.4516
Jiménez, T. L., Castillo Venegas, C., Taruman Monsalve, J., & Urzúa Calderón, A. (2023). Inclusive learning practices: A multiple case study in early childhood education. Region – Educational Research and Reviews, 5(3), 42. https://doi.org/10.32629/rerr.v5i3.1279
Lestari, Y. A., & Purwanti, M. (2018). The inter-relation among pedagogic, professional, social, and personality competences in nonformal school teachers. Jurnal Kependidikan: Penelitian Inovasi Pembelajaran, 2(1), 197–208. https://doi.org/10.21831/jk.v2i1.10207
Mulyati, L., Sa’adah, S., Fitri, S. K., & Mufaro’ah, M. (2024). Pendidikan inklusi di lembaga PAUD: Pengaruhnya terhadap sosialisasi dan pengembangan karakter anak usia dini di TKIT Ibu Harapan. Jurnal Pendidikan Anak Usia Dini dan Kewarganegaraan, 1(4), 11–20. https://doi.org/10.61132/paud.v1i4.50
Nurramadhani, A. Z., Pratama, K. P. S., Amelia, L., Kusuma, A., & Erika, F. (2024). Universal design for learning (UDL) approach of chemistry learning in inclusion schools: A literature review. Hydrogen: Jurnal Kependidikan Kimia, 12(6), 1324–1337. https://doi.org/10.33394/hjkk.v12i6.13636
Putri, H. A., Putri, W. P., & Setyo, B. (2025). Pendidikan inklusi yang berkeadilan: Studi kasus pemenuhan hak anak berkebutuhan khusus. Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI), 5(2), 762–773. https://doi.org/10.53299/jppi.v5i2.1144
Putri, N. A., & Sugiana, S. (2025). Kesiapan mewujudkan layanan program inklusi PAUD: Tinjauan kurikulum dan kompetensi pedagogik guru. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 9(5), 2072–2082. https://doi.org/10.31004/obsesi.v9i5.7358
Ratna, A. (2025). Kebijakan pemerintah dalam pendidikan inklusi pada anak usia dini. Indonesian Journal of Early Childhood: Jurnal Dunia Anak Usia Dini, 7(1), 143–155. https://doi.org/10.35473/ijec.v7i1.3483
Rofiah, N. H., & Kawai, N. (2020). Identification children with special needs in inclusive elementary school Yogyakarta. In Proceedings of the 1st International Conference on Early Childhood Care Education and Parenting (ICECCEP 2019). Atlantis Press. https://doi.org/10.2991/assehr.k.201205.086
Rofiah, N. H., Satrianawati, S., & Hayati, E. N. (2024). Pelatihan guru memodifikasi dan memberikan akomodasi yang layak untuk peserta didik berkebutuhan khusus. Kumawula: Jurnal Pengabdian kepada Masyarakat, 7(1), 223. https://doi.org/10.24198/kumawula.v7i1.51531
Sari, L. N., Laely, K., & Astuti, F. P. (2025). The implementation of inclusive education in early childhood education: Challenges and solutions. ETDC: Indonesian Journal of Research and Educational Review, 4(4), 1181–1194. https://doi.org/10.51574/ijrer.v4i4.3612
Usman, U., Zulhidayah, T., & Lestari, W. (2024). Kegiatan play outdoor untuk mengembangkan kemampuan motorik anak taman kanak-kanak usia 5–6 tahun. Murhum: Jurnal Pendidikan Anak Usia Dini, 5(1), 928–943. https://doi.org/10.37985/murhum.v5i1.452
Utami, T. S., Putri, A. A. P., Badriyah, L., & Rafizah, N. (2025). Peran guru PAUD dalam menciptakan lingkungan inklusif bagi anak berkebutuhan khusus. Aulad: Journal on Early Childhood, 8(3), 1308–1317. https://doi.org/10.31004/aulad.v8i3.1376
Yuwono, I., & Okech, J. B. (2021). The classroom impact of trained special needs education teachers in selected schools: An evaluation study. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.630806
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Dinamika Sosial : Jurnal Pengabdian Masyarakat dan Transformasi Kesejahteraan
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
