Strategi Guru dalam Mengintegrasikan Teknologi Digital pada Pembelajaran Anak Berkebutuhan Khusus di Sekolah Dasar Inklusi

Rahmawati Rahmawati, Liftiah Liftiah, Ali Formen

Abstract

Integrasi teknologi digital dalam pendidikan inklusi menjadi semakin penting untuk mendukung kebutuhan belajar anak berkebutuhan khusus (ABK) di sekolah dasar, namun guru sering menghadapi tantangan terkait kompetensi teknologi dan adaptasi media. Metode: Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan melibatkan enam guru kelas dan guru pendamping khusus di sekolah dasar inklusi di Kabupaten Blora, Jawa Tengah. Data dikumpulkan melalui wawancara semi terstruktur, observasi, dan dokumentasi, kemudian dianalisis menggunakan model Miles dan Huberman. Hasil: Guru mengintegrasikan teknologi digital melalui media visual interaktif, video edukatif, aplikasi pembelajaran, dan permainan edukatif digital yang disesuaikan dengan kebutuhan individual siswa. Kolaborasi dengan orang tua juga menjadi strategi pendukung yang efektif. Implikasi: Teknologi digital dapat mendukung pembelajaran inklusif secara efektif apabila disertai strategi guru yang adaptif, namun keterbatasan infrastruktur dan literasi digital guru perlu diatasi melalui pelatihan dan dukungan institusi yang memadai.

Keywords

Teknologi Digital; Pendidikan Inklusi; Anak Berkebutuhan Khusus; Sekolah Dasar; Strategi Guru;

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DOI: https://doi.org/10.20961/ddi.v14i3.119306

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