PERSEPSI GURU TERHADAP PELATIHAN PENDIDIKAN INKLUSI DI SEKOLAH DASAR: TANTANGAN DAN PELUANG

Abstract

This study aims to explore teachers' perceptions of inclusive education training at SDN Keraton 2 Magetan, and to identify the challenges and opportunities faced in the implementation of inclusive education in the classroom. The inclusive education training focused on developing teachers' skills in applying differentiation strategies, managing heterogeneous classrooms, and providing fair assessments for all students, including those with special needs (SEN). The study employed a descriptive qualitative approach, collecting data through pre- and post-training questionnaires, interviews, and classroom practice observations. The findings indicate that the inclusive education training successfully enhanced teachers' understanding and positive attitudes towards the principles of inclusion. Most teachers reported feeling more confident in implementing inclusive strategies after the training. However, the main challenges encountered included limited adaptive learning resources, difficulties in managing heterogeneous classrooms, and low parental involvement in supporting children's learning at home. Despite these challenges, opportunities to strengthen inclusive practices in primary schools are present through school leadership support, teachers’ enthusiasm, and the formation of professional learning communities. This study recommends practice-based training, stronger government policy support, and enhanced collaboration between schools and parents to improve the success of inclusive education.