Analisis Praktik Refleksi Guru Dalam Konteks Program Pendidikan Inklusif : Studi Kasus Empat Guru Kelas Inklusif Di Sekolah Dasar

Authors

  • Keren Hapkh Watulingas Universitas Pelita Harapan, Banten, Indonesia, Indonesia
  • Wiputra Cendana Universitas Pelita Harapan, Banten, Indonesia, Indonesia

DOI:

https://doi.org/10.31004/basicedu.v4i4.467

Keywords:

praktik refleksi, pendidikan inklusif, peran guru

Abstract

Praktik refleksi telah menjadi salah satu prinsip utama dalam menjalankan pendidikan inklusif yang sukses. Dengan praktik refleksi, guru dapat memeriksa sikap mereka dan membedakan praktik penilaian, pengajaran, dan pengelolaan kelas mereka, untuk mengakomodasi kebutuhan setiap siswa dan memberikan semua siswa akses dan kemajuan dalam kurikulum pendidikan umum. Penelitian ini mengidentifikasi praktik refleksi yang dilakukan oleh guru dalam rangka memenuhi peranannya dalam pendidikan inklusif dan mengetahui faktor penghalang bagi guru dalam melaksanakan praktik refleksi.  Penelitian ini melibatkan empat guru kelas inklusif di sebuah sekolah dasar di Jakarta. Metodologi penelitian kualitatif dengan pendekatan studi kasus digunakan untuk menggambarkan praktik refleksi pada setiap guru dalam konteks pendidikan inklusif. Prosedur pengumpulan data menggunakan wawancara, observasi, dan jurnal refleksi. Penelitian ini menunjukkan bahwa setiap responden telah mulai melakukan praktik refleksi dalam pembelajarannya dengan mencerminkan sikap guru reflektif yaitu berpikiran terbuka, sepenuh hati, dan bertanggungjawab. Hasilnya, guru mampu mengidentifikasi, mengakomodasi, and memotivasi siswa dengan kebutuhan khusus.

Kata kunci: praktik refleksi, pendidikan inklusif, peran guru

References

Akbari, Ramin, Foad Behzadpoor, and Babak Dadvand. “Development of English language teaching reflection inventory.†System 38.2: 211-227 (2010). [e- journal] https://doi.org/10.1016/j.system.2010.03.003 (accessed 4 February 2017).

Ashman, A dan John Elkins. 2005. Educating Children with Diverse Abilities, 2nd ed. Frenchs Forest, Pearson Education Australia.

Boud, D., Keogh, R. & Walker, D. 1985. Reflection: Turning Experience into Learning. London, Kogan Page.

Creswell, John. 2014. Penelitian Kualitatif dan Desain Riset : Memilih di antara Lima Pendekatan.Yogyakarta, Pustaka Pelajar.

Dash, Neesa. 2006. Inclusive Education for Children with Special Needs. New Delhi, Alantic Publishers and Distributors.

Dewey, John. How We Think. Boston, D.C. Heath & Co., 1910

Dewey, J. 1933. How we Think: A Restatement of the Relation of Reflective Thinking to the Educative Process, Boston, DC Heath and Company.

Diezmann, C.M., & Watters, J.J. Structuring Reflection as a Tool in Qualitative Evaluation. Paper presented at HECU Conference, Lancaster, 2006 Availabe from http://www.lancs.ac.uk/fss.events/hecu3/documents/diezmann_watters. doc; Internet; accessed 11 April 2017.

Farrell, Thomas SC. ""Teacher You Are Stupid!"--Cultivating a Reflective Disposition." TESL-EJ 18.3 (2014). [e-journal] http://files.eric.ed.gov/fulltext/EJ1048626.pdf (accessed 21 February 2017).

Frankel, J.P. & Wallen N. E. 2008. How to Design and Evaluate: Research in Education. New York, McGraw-Hill.

Friend, M dan William Bursuck. 2012. Including Students with Special Needs, 6th ed. New Jersey, Pearson Education.

Hare, W. 1983. Open-Mindedness and Education. Quebec, McGill-Queen's Press.

Impedovo, M. A., & Khatoon Malik, S. “Becoming a Reflective In-service Teacher: Role of Research Atitude.†Australian Journal of Teacher Education, 41(1). (2016). [e-journal] http://ro.ecu.edu.au/ajte/vol41/iss1/6 (accessed 8 March 2017).

Jay, Joelle K., and Kerri L. Johnson. "Capturing complexity: A typology of reflective practice for teacher education." Teaching and teacher education 18.1: 73-85 (2002). [e-journal] https://doi.org/10.1016/S0742051X(01)00051-8 (accessed 17 May 2017).

Leatherman, Jane. & Judith A. Niemeyer. “Teachers‟ Attitudes Toward Inclusion: Factors Influencing Classroom Practice.†Journal of Early Childhood Teacher Education 26.1: 23-36 (2005). http://dx.doi.org/10.1080/10901020590918979. (accessed 11 August 2016).

Pedoman Umum Penyelenggaraan Pendidikan Inklusif (Sesuai Permendiknas No 70 Tahun 2009), Jakarta, Direktorat PPK-LK Pendidkan Dasar Kementerian Pendidikan dan Kebudayaan, 2009.

Pratiwi, Jamilah. Sekolah Inklusi untuk Anak Berkebutuhan Khusus: Tanggapan terhadap Tantangan Kedepannya. Prosiding Seminar Nasional Pendidikan, Surakarta, 21 November 2015. Available from http://jurnal.fkip.uns.ac.id/index.php/pip/article/download/7725/5551.; Internet; accessed 8 Agustus 2016.

Pollard, Andrew, Janet Collins, Mandy Maddock, Neil Simco, Sue Swaffield, Jo Warin and P. Warwick, eds. 2005. Reflective Teaching, 2nd ed. London, Continuum.

Salend, S. 2008. Creating Inclusive Classrooms: Effective and Reflective Practices, 6th ed. New Jersey, Pearson Education.

Schon, D.A. 1987. Educating the Reflective Practitioner: Educating the Reflective Practitioner for Teaching and Learning in the Professions. San Fransisco, Jossey-Bass.

Sousa, D. 2007. How the Special Needs Brain Learns 2nd ed. Thousand Oaks, Corwin Press.

Terzi, L. (Ed.). 2010 Special educational needs: A new look. M. Warnock & B. Norwich. London, Continuum.

Zeichner, Kenneth and Liston. Reflective Teaching: An Introduction. New York, Rougtledge.

Zwozdiak-Myers, P. “An Analysis of the Concept Reflective Practice and an Investigation into the Development of Student Teachers’ Reflective Practice within the Context of Action Research.†Ph.D diss., Brunel University School of Sport and Education,

Downloads

Additional Files

Published

2020-07-14

How to Cite

Watulingas, K. H., & Cendana, W. (2020). Analisis Praktik Refleksi Guru Dalam Konteks Program Pendidikan Inklusif : Studi Kasus Empat Guru Kelas Inklusif Di Sekolah Dasar. Jurnal Basicedu, 4(4), 871–878. https://doi.org/10.31004/basicedu.v4i4.467

Issue

Vol. 4 No. 4 (2020)

Section

Articles

Citation Check

License

Authors who publish with this journal agree to the following terms:

  • Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work’s authorship and initial publication in this journal.
  • Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal’s published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  • Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).