Strategi Pembelajaran bagi Anak Berkebutuhan Khusus di Sekolah Dasar Inklusi: Studi Kasus di Madrasah Ibtidaiyah Swasta Darul Hasanah

Abstract

This study investigates learning strategies for children with special needs in inclusive elementary education, focusing on a case study at Darul Hasanah Private Islamic Elementary School. The research addresses the central issue of how instructional strategies are designed, implemented, and evaluated to accommodate diverse learning needs within an inclusive classroom setting. Employing a qualitative case study approach, data were collected through classroom observations, in-depth interviews with class teachers and accompanying teachers, and analysis of relevant documentation. The findings reveal that instructional planning is initiated through systematic identification and categorization of students with special needs, with each class accommodating a limited number of such students to ensure effective support. Due to the absence of formal Individualized Education Programs, accompanying teachers develop adaptive learning modules; however, limited professional training in special education constrains optimal implementation. During instruction, collaborative teaching practices—such as lectures, guided questioning, and group discussions—are employed to foster engagement and participation. Assessment practices are flexibly adapted through differentiated oral and written evaluations aligned with students’ abilities. The study argues that sustained teacher collaboration, adequate professional preparation, and adaptive assessment frameworks are essential for strengthening the quality and effectiveness of inclusive education.