STUDI EKSPLORATIF TENTANG IMPLEMENTASI PENDIDIKAN INKLUSIF DI PAUD: PEMAHAMAN, PRAKTIK, DAN HAMBATAN YANG DIHADAPI GURU

ABSTRACT Inclusive education at the Early Childhood Education (ECE) level is a strategic effort to create a fair and supportive learning environment for all children, including those with special needs. However, its implementation still faces various challenges. This study aims to examine how inclusive education is implemented in practice, as well as the obstacles and expectations of educators, particularly in ECE settings. This qualitative descriptive research was conducted in several inclusive ECE institutions in Banda Aceh, involving four teachers with experience teaching children with special needs. Data were collected through semi-structured interviews. The findings show that teachers’ understanding of inclusive education is still limited, generally interpreted merely as placing children with special needs into regular classes without considering individual needs or adapting the curriculum. Implementation has not been effective, with teaching methods tending to be uniform and less accommodating to children’s diversity. The main challenges include limited facilities, low teacher qualifications in inclusive education, lack of parental involvement, and behavioral issues among children with special needs. Nevertheless, teachers have high hopes for improving inclusive education practices, especially through continuous training, support from specialists, and strong collaboration among teachers, parents, and other relevant stakeholders. ABSTRAK Pendidikan inklusif pada jenjang Pendidikan Anak Usia Dini (PAUD) merupakan upaya strategis untuk menciptakan lingkungan belajar yang adil dan mendukung bagi semua anak, termasuk anak berkebutuhan khusus. Namun, pelaksanaannya masih menghadapi berbagai tantangan. Penelitian ini bertujuan untuk mengetahui bagaimana implementasi pendidikan inklusif di lapangan, serta hambatan dan harapan yang muncul dari para pendidik, khususnya di lingkungan PAUD. Penelitian deskriptif kualitatif ini dilakukan di beberapa lembaga PAUD inklusif di Kota Banda Aceh, dengan melibatkan empat guru yang berpengalaman mengajar anak berkebutuhan khusus. Data dikumpulkan melalui wawancara semi-terstruktur. Hasil penelitian menunjukkan bahwa pemahaman guru terhadap pendidikan inklusif masih terbatas, yang umumnya dimaknai sebagai sekadar menempatkan anak berkebutuhan khusus ke dalam kelas reguler tanpa memperhatikan kebutuhan individual atau adaptasi kurikulum. Implementasi belum berjalan efektif, dengan metode pembelajaran yang cenderung seragam dan kurang mengakomodasi keberagaman anak. Tantangan utama meliputi keterbatasan sarana, rendahnya kualifikasi guru dalam pendidikan inklusif, kurangnya keterlibatan orang tua, serta permasalahan perilaku pada anak berkebutuhan khusus. Meskipun demikian, para guru memiliki harapan besar terhadap peningkatan praktik pendidikan inklusif, terutama melalui pelatihan berkelanjutan, dukungan tenaga ahli, dan kolaborasi yang kuat antara guru, orang tua, dan pihak terkait lainnya.