STRATEGI PEMBELAJARAN ADAPTIF BAGI SISWA DENGAN DISABILITAS SOSIAL DI SEKOLAH DASAR

Abstract

The purpose of this study is to examine adaptive learning strategies for elementary
school students with social difficulties within the framework of inclusive education.
This study was conducted at an inclusive elementary school in Serang City, Banten,
using a case study design and qualitative methodology. Purposive and snowball
sampling approaches were used to identify four students with social difficulties, two
special education teachers, and one classroom teacher as research subjects. The
Miles and Huberman interactive model was used to analyze data collected through
semi-structured interviews, participatory observation, and documentation. The
findings indicate that adaptive learning strategies are dynamic and contextual,
including the use of nonverbal communication, the management of an inclusive
learning environment, the development of interpersonal relationships, and flexibility
in teaching methods. Both support from the school environment and the quality of
social interactions between teachers and students influence how effectively these
strategies are implemented. However, there are still challenges in their
implementation, such as inadequate institutional support and suboptimal teacher
competencies. This study demonstrates that adaptive learning is a holistic approach
that integrates social, emotional, and cognitive elements into inclusive education.