ANALISIS PEMBELAJARAN INKLUSIF PADA ANAK BERKEBUTUHAN KHUSUS TUNARUNGU DI SD MUZDALIFAH MEDAN AMPLAS
Abstract
This study aims to describe teachers’ efforts in implementing inclusive learning for deaf students in elementary schools. This study employed a descriptive qualitative approach, with data collected through observation and interviews. The results showed that teachers had implemented various strategies to support the learning process of deaf students, such as the use of visual media, simple communication through gestures and written instructions, and individualized guidance. In addition, teachers also applied differentiated learning and encouraged social interaction between deaf students and other students in the classroom. However, the implementation of inclusive learning still faces several challenges, including teachers’ limited ability in using sign language, lack of training in inclusive education, and insufficient supporting learning facilities.
References
Adelia, D., Putri, R. A., Rahma, A. L.,
Jaya, I., & Mursita, R. A. (2023).
Tantangan pendidikan inklusif
anak berkebutuhan khusus
tunarungu di sekolah dasar. JPK:
Jurnal Pendidikan Khusus, 2(1),
–82.
Ainscow, M. (2020). Promoting inclusion
and equity in education: Lessons
from international experiences.
Nordic Journal of Studies in
Educational Policy, 6(1), 7–16.
https://doi.org/10.1080/20020317.
1729587
Azzahra, A., Mawarsari, V. D., &
Suprayitno, I. J. (2025). Inovasi
pendidikan inklusif: Analisis
kebutuhan media pembelajaran
interaktif berbasis teknologi untuk
siswa tunarungu. Journal Genta
Mulia, 16(1), 75–87.
Booth, T., & Ainscow, M. (2011). Index
for inclusion: Developing
learning and participation in
schools (3rd ed.). Centre for
Studies on Inclusive Education.
Darwis, H. (2024). Kompetensi guru
dalam mengelola pembelajaran
inklusif di sekolah dasar. Jurnal
Ilmu Pendidikan dan
Kebudayaan, 19(2), 55–64.
Desyanti, D., & Gunawan, I. (2020).
Pembelajaran bagi anak
tunarungu dalam pendidikan
inklusif di sekolah dasar. Jurnal
Pendidikan Khusus, 16(2), 120
Friend, M., & Bursuck, W. D. (2018).
Including students with special
needs: A practical guide for
classroom teachers (8th ed.).
Hallahan, D. P., Kauffman, J. M., &
Pullen, P. C. (2019). Exceptional
learners: An introduction to
special education (14th ed.).
Pearson.
Miles, M. B., Huberman, A. M., &
Saldaña, J. (2014). Qualitative
data analysis: A methods
sourcebook (3rd ed.). Sage
Publications.
Nurfaima, R., Putri, R. A., Larasati, D.,
Herdianti, N. P., Sabrina, S., Jaya,
I., & Mursita, R. A. (2023).
Penerapan pembelajaran
berdiferensiasi bagi siswa
tunarungu di sekolah dasar
inklusi. JPK: Jurnal Pendidikan
Khusus, 2(1), 55–67.
Nurita, D., Amanda, N., Fadhil, N., &
Hijriati. (2025). Dampak
pendidikan inklusif terhadap
perkembangan sosial dan
akademik anak tunarungu.
Journal of Early Childhood
Education Studies, 5(1), 1–12.
Rahmawati, N., & Kurniasih, E. (2020).
Sikap positif dalam pendidikan
inklusif: Studi kasus pada sekolah
inklusif. Jurnal Pendidikan dan
Pembelajaran, 5(1), 75–84.
Sugiyono. (2022). Metode penelitian
kualitatif, kuantitatif, dan R&D.
Alfabeta.
Tomlinson, C. A. (2014). The
differentiated classroom:
Responding to the needs of all
learners (2nd ed.). ASCD.
UNESCO. (2020). Global education
monitoring report 2020: Inclusion
and education: All means all.
UNESCO Publishing.
Vygotsky, L. S. (1978). Mind in society:
The development of higher
psychological processes. Harvard
University Press.
Widiana, I. W., Nurjaya, I. G., &
Vidiawati, N. K. R. (2019).
Analisis interaksi sosial kolok
(tunarungu) di sekolah dasar.
Journal for Lesson and Learning
Studies, 2(3), 320–328.
Winarsih, S., Rahman, A., & Putri, N.
(2025). Kendala guru dalam
pembelajaran inklusif bagi siswa
tunarungu di sekolah dasar.
Jurnal Pendidikan Khusus
Indonesia, 9(1), 33–42.
