Sikap Guru Dalam Mendukung Keberhasilan Pendidikan Inklusi Di Magetan

Abstract

This study aims to analyze elementary school teachers’ attitudes and perceptions in supporting the successful implementation of inclusive education in Magetan Regency. The research employed a descriptive qualitative approach involving elementary school teachers who had participated in inclusive education training programs. Data were collected through in-depth interviews, classroom observations, and document analysis. Data analysis followed an interactive model consisting of data reduction, data display, and conclusion drawing.

The findings indicate that teachers generally demonstrate positive attitudes toward inclusive education and perceive professional training as an essential means of enhancing their understanding, readiness, and confidence in managing inclusive classrooms. Teachers acknowledged that training programs contributed to improved awareness of students’ diverse needs and encouraged more adaptive instructional practices. However, the implementation of inclusive education still faces several challenges, including limited educational facilities, a shortage of special assistant teachers, and insufficient institutional and administrative support. At the same time, significant opportunities were identified, such as increased teacher commitment, support from local government, and the emergence of inclusive teacher communities that facilitate collaboration and shared learning.

This study concludes that positive teacher attitudes, when supported by continuous training and strong systemic support, are key determinants of successful inclusive education implementation in elementary schools. Strengthening institutional support and professional development is therefore crucial to ensuring the sustainability and effectiveness of inclusive education practices.