Strategi Manajemen Pembelajaran pada Kelas Inklusi di SD Al-Irsyad Al-Islamiyyah Bondowoso

Abstract

Implementing inclusive education requires learning management strategies that optimally accommodate the learning needs of students with special needs based on curriculum, instructional, and environmental adaptations. SD Al-Irsyad Al-Islamiyyah Bondowoso is one of the inclusive schools that successfully implements inclusive education. This study aims to describe the learning management strategies in inclusive classrooms at SD Al-Irsyad Al-Islamiyyah Bondowoso. This study employs a qualitative approach with a descriptive design. The research informants consisted of classroom teachers, shadow teachers, the school principal, the inclusive education program coordinator, and students. Data were collected through interviews, observation, and documentation. Data analysis utilized the Miles and Huberman model, which includes data collection, data reduction, data display, and conclusion drawing. The results indicate that the inclusive learning management strategy is implemented through five stages: planning, organizing, implementing, supervising, and evaluation. During the planning and organizing stages, the school identifies students with special needs through psychological tests and observations as a basis for developing a planning matrix and Individualized Education Programs. The learning implementation applies a regular classroom model with a pull-out system. Supervision is conducted through monitoring, classroom visits, and evaluation meetings, while assessments are modified according to the capabilities of students with special needs. The study concludes that the implemented learning management strategy aligns with the principles of inclusive education, thereby supporting the delivery of adaptive, friendly, and tailored learning services for students with special needs.