JOSR: Journal of Social Research

Desember 2022, 2 (1), 1-6

p-ISSN: 2827-9832 e-ISSN: 2828-335x

Available online at http:// https://ijsr.internationaljournallabs.com/index.php/ijsr

http://ijsr.internationaljournallabs.com/index.php/ijsr

THE ROLE OF PAI TEACHERS IN THE IMPLEMENTATION OF

INCLUSIVE EDUCATION AT SMAN 6 BANDUNG

Dede Sukandar

UIN Syarif Hidayatullah

ddsukandar92@gmail.com

Abstract (English)

Received:

Revised :

Accepted:

November 26,

2022

November 29,

2022

December 01,

2022

Latar Belakang: Dalam proses pembelajaran, kehadiran

seorang guru sangat penting dan tidak akan tergantikan

seperti orang tua. Profesi sebagai guru merupakan profesi

yang sangat mulia, karena guru memiliki tanggung jawab

yang sangat besar kepada murid-muridnya. Secara umum,

peran seorang guru Islam adalah sebagai pendidik, penasihat,

pembimbing, leader, motivator, administrator, evaluator.

Tujuan: Penelitian ini bertujuan untuk mengetahui sejauh

mana peran guru dalam melaksanakan layanan pendidikan

inklusif di SMAN 6 Bandung.

Metode: Jenis penelitian yang digunakan dalam penelitian

ini adalah penelitian lapangan. Teknik pengumpulan data

adalah observasi dan wawancara. Subjek dalam penelitian ini

adalah guru PAI, guru BK dan siswa penyandang disabilitas.

Hasil: Hasil penelitian ini menunjukkan bahwa peran guru

dalam melaksanakan pendidikan inklusi individu telah

berusaha sebaik-baiknya, namun tetap membutuhkan

dukungan lebih dari kepala sekolah agar dapat

mengikutsertakan seluruh guru di SMAN 6 Bandung dalam

seminar atau karya layanan disabilitas di sekolah reguler.

Kesimpulan: Dari penjelasan di atas menunjukkan bahwa

dalam penyelenggaraan pendidikan inklusi yang

diselenggarakan oleh SMAN 6 Bandung masih kurangnya

partisipasi guru dalam mengikuti seminar atau kegiatan

workshof mengenai pendidikan inklusi, sehingga

pengetahuan tentang pendidikan bagi siswa penyandang

disabilitas belum diketahui secara menyeluruh oleh guru.

Kata kunci: peran guru, pendidikan agama Islam,

pendidikan inklusi

Abstract (English)

Background: In the learning process, the presence of a

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The Role of PAI Teachers in The Implementation of Inclusive Education at SMAN 6

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teacher is very important and will not be replaced by a

parent. Profession as teacher is a very noble profession

because teachers have a very large responsibility to their

students. In general, the role of an Islamic teacher is as an

educator, advisor, supervisor, leader, motivator,

administrator, and evaluator.

Objective: This study aims to determine the extent of the

role of teachers in implementing inclusive education

services at SMAN 6 Bandung.

Method: The type of research used in this study is field

research. The data collection techniques are observation

and interviews. The subjects in this study were PAI

teachers, BK teachers, and students with disabilities.

Result: The results of this study show that the role of

teachers in implementing individual inclusion education

has tried their best, but still needs more support from the

principal to include all teachers at SMAN 6 Bandung in

seminars or workshops about disability services in regular

schools.

Conclusion: From the presentation above, it shows that in

the implementation of inclusive education organized by

SMAN 6 Bandung, there is still a lack of participation of

teachers in participating in seminars or workshop activities

regarding inclusion education, so knowledge about

education for students with disabilities has not been

thoroughly known by teachers.

Keywords: the role of teachers, Islamic religious education,

inclusion education.

*Correspondent Author: Dede Sukandar

Email: ddsukandar92@gmail.com

INTRODUCTION

In the learning process, the presence of a teacher is very important and will not be

replaced by a parent. Propecia as a teacher is a very noble prophesy because teachers have

a very large responsibility to their students. The role of the teacher is not only limited to

teaching but must be able to be a guide and role model for his students and in the wider

community (Pratami, 2020). In general, the role of an Islamic teacher is as an educator,

advisor, supervisor, leader, motivator, administrator, and evaluator (Ramayulis, 2012). As

teachers of Islamic religious educators, they are equally given authority in carrying out

their duties to support the achievement of educational and teaching goals. Islamic religious

education is a conscious and planned effort to form students to be able to know, know,

understand, live, believe, piety, and have a noble character in carrying out the teachings of

Islam as a whole based on the teachings of the Qur'an and Hadith as the main guidelines,

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which are obtained through learning activities, guidance, and practice (Majid, 2014).

Islamic religious education teachers also have an important role in achieving the goals of

learning in general. If the learning objectives can be achieved optimally, then student

learning outcomes are not only impacted by academic aspects but can produce changes in

attitudes and morals (Hamalik, 2008).

A person with a disability is a child who means that they experience abnormalities

or limitations either physically, mentally-intellectually, socially, or emotionally in the

process of growth or development compared to other children of their age, so they need

special education services. People with disabilities also have the same opportunity to obtain

and obtain an education tailored to their needs as other normal children of the same age.

Because education is also very important to be given to people with disabilities to develop

themselves and carry out a decent life. One form of education services for DISABILITIES

is the implementation of education centered in inclusive schools. Regulation of the Minister

of National Education (Permen Diknas) number 70 of 2009 concerning Inclusive

Education, states that what is meant by inclusive education is an education delivery system

that provides opportunities for all students who have disorders and have the potential for

intelligence and/or special talents to take part in education or learning in one educational

environment together with students in general (Indonesia, 2009). Although the inclusive

education system has been implemented for quite a long time, in its application there are

still schools that experience obstacles in implementing the inclusive education system. This

is due to the lack of infrastructure provided by the government, schools, and the condition

of teachers who do not fully understand students with disabilities (Rudiyati, 2005). In

accepting disabled students in regular schools, it is necessary to have the knowledge and

experience of the teachers concerned with dealing with disabilities. The lack of knowledge

about disability, causing almost every teacher in schools providing inclusive education

causes obstacles in dealing with students with disabilities. In addition, limited knowledge

about disabilities can also affect the treatment of teachers of students with disabilities

(Azmi & Nurmaya, 2020).

In addition to fulfilling children's rights in obtaining a proper education, inclusive

education is an educational service system that provides opportunities for children with

disabilities to participate in learning with children in general in regular schools, so that as

much as possible children with disabilities are not separated from children in their

environment (Illahi, 2003). Providing opportunities for children with disabilities to get an

education in regular schools means that it will be able to reduce the gap between children

with disabilities and children in general in getting an education. Although the

implementation is adjusted to the abilities of their respective students, thus, there is no

longer any discrimination against children with disabilities (Mohammad, 2006). SMAN 6

Bandung is a school that provides inclusive education that involves students with

disabilities in learning with other students.

Being a teacher is not enough just knowing the material to teach, but furthermore

that the teacher must be able to understand the character and needs of each student so that

each student can get educational services according to his needs. Efforts to provide

education to children who do not have physical limitations or other limitations will not be

the same as children with disabilities, in educating children with disabilities, special

methods are needed to make it easy to receive and understand the material presented by the

teacher. In general, there are still difficulties faced by teachers in schools that provide

inclusive education in teaching students with disabilities due to a lack of knowledge about

the disability itself both from how to teach and how to accompany it (Nurhadisah, 2019).

The term person with disabilities is shown to those who have limitations physically,

mentally, socially, or intellectually. With this condition, people with disabilities become

limited in their activities or interacting with the community in general, so they need to be

provided services so that they are free from these obstacles. One way to help with these

disability problems is to involve them in learning in public schools, better known as

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inclusion education (Hosni, 2003). The concept of a child with disabilities has a broader

meaning compared to an extraordinary child, a child with disabilities is a child who needs

a special kind, so it cannot be completely confused with children in general. A person can

be said to be disabled when he has something less or more in the child. Effendi said that

children with disabilities are children who have limitations or deviations from children in

general, both from physical, mental, and social aspects. So to carry out its capabilities, it is

necessary to provide special services that are tailored to their respective limitations

(Mohammad, 2006).

In the implementation of inclusive education, several components must be

managed in the implementation of inclusive education, namely: the need for curriculum

management, student management, educator management, infrastructure management,

financial management, environmental management, and special service management. In

the implementation of inclusive education, it is not only the responsibility of the

government in this case at the school level, besides that the community should also be

involved in advancing inclusive education. Because the field of education is one of the

centralized fields, community involvement has become a must. To invite the community to

participate in advancing inclusive schools, it is necessary to have activities including

socializing school programs, whether programs that are running, have been implemented,

or are willing to be implemented so that the general public can know the school. As a school

providing inclusive education services, there needs to be good management of school

relations with the community to create and foster good relationships to advance inclusive

education in each region.

The inclusion education model that can be applied by schools providing inclusion

education services is: first, the regular model is full, in this model students with disabilities

are fully included throughout the day in the process of learning activities with children in

general without any difference from either the service or the curriculum. Then the regular

class model with clusters, in this model learning students with disabilities learn together

with students in general but in special groups. Then the regular pull-out class model, in this

model, students with disabilities participate in classroom learning with other children, but

after finishing learning in the classroom, students with disabilities are given additional

training by the teacher concerned or a special accompanying teacher in a special class. In

addition, there is also a regular class model with clusters and pull-outs, in this learning

model, students with disabilities not only participate in learning with children in general in

special groups but at certain times are also given additional lessons by subject teachers or

special accompanying teachers in special places to better understand the learning that is

considered difficult. In addition, there is also a special class model with various

integrations, in this class model, students with disabilities participate in learning in special

classes even though they are in regular schools, but in certain lessons students with

disabilities are allowed to participate in lectures with students in general. Then the last one

is a full special class model, in this model students with disabilities are given lessons in a

special class in full without being included with students in general, even though they are

in a regular school environment (Mudjito, n.d.).

Thus, the above models of education do not mean that all types of disabilities must

get an education in regular schools at all times, but if the disability is in the heavy category,

maybe the learning time will be more in special classes even though they are in regular

schools, even if the level of disability is very heavy and it is not possible to be given

education in inclusion schools, these students can be in extraordinary schools (SLB) that

better understand all types of disabilities so that they can be provided with more maximum

services.

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RESEARCH METHODS

This research uses a type of field research), which is research that is carried out in-depth,

intensively, and in detail on a certain object by studying it as a problem (AK & ZA, 2015).

The data generated from this study will be analyzed using qualitative methods. This

research was conducted at SMAN 6 Bandung. The subjects of his research include teachers

and students with disabilities who go to school there. Researchers aim to find out how to

implement inclusive education at the upper secondary school level. The data collection was

carried out using the observation method and interviews. Meanwhile, data processing and

analysis are carried out by verifying, presenting, and reducing data.

RESULTS AND DISCUSSION

In the process of implementing teaching and learning, SMAN 6 Bandung uses an

independent curriculum with several modifications, adjustments, and efficacies. The

application of the curriculum used for students with disabilities is equated with students in

general, so there is no difference in the curriculum provided. So that even in the learning

process there is no difference, students with disabilities learn together in class with other

students. Although SMAN 6 Bandung has been an inclusion education provider for a long

time, the school does not appoint a special accompanying teacher, even though the school

that provides inclusive education should assign one teacher who has more knowledge about

disabilities as a special accompanying teacher, although the task of the accompanying

teacher at the high school level is not supposed to accompany him continuously in the

classroom when students with disabilities follow the learning process.

Mr. Lutvi Solehudin said that during his teaching, he had never been included in

seminars or workshops on inclusion education. As for those who have participated in the

activity, only a few teachers. Although Mr. Lutvi was never included in the activity, he still

gave the best teaching to students with disabilities, because everyone deserves the best

education without exception for students with disabilities. The inclusion education model

implemented at SMAN 6 Bandung is to use a full regular class model, so students with

disabilities who go to school there participate in learning together in class with children in

general at all times, and are not given special assistance services. Mr. Lutvi said that the

implementation of inclusive education requires the role of all teachers so that all teachers

need to be equipped with knowledge about how to teach students with disabilities so that

teachers do not experience obstacles or confusion when teaching students with disabilities.

CONCLUSION

From the explanation above, it shows that in the implementation of inclusive

education organized by SMAN 6 Bandung, there is still a lack of participation of teachers

in participating in seminars or workshop activities regarding inclusion education, so

knowledge about education for students with disabilities has not been thoroughly known

by teachers. Although students with disabilities who attend education at SMAN 6 Bandung

are not classified as having severe disabilities, the presence of special accompanying

teachers must still exist.

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