Pendampingan Pembelajaran Inklusif Berbasis Universal Design for Learning di Sekolah Kepulauan
DOI:
https://doi.org/10.47776/praxis.v5i1.06Keywords:
Pembelajaran Inklusif, Universal Design for Learning, Refleksi Guru , Kepuasan Peserta, Pendidikan KepulauanAbstract
Pembelajaran inklusif di wilayah kepulauan menghadapi tantangan struktural berupa keterbatasan akses terhadap pengembangan profesional bagi guru serta belum tersedianya pendekatan pedagogi yang responsif terhadap keberagaman belajar siswa. Dengan menggunakan siklus pertama Participatory Action Research (PAR), kegiatan pengabdian kepada masyarakat ini bertujuan memetakan kebutuhan implementasi pembelajaran inklusif berbasis Universal Design for Learning (UDL) serta memberikan pendampingan awal kepada guru di SMPN Satu Atap 01 Pulau Pari, Kepulauan Seribu, DKI Jakarta. Kegiatan dilaksanakan pada 12 Mei 2026 dan melibatkan 25 guru SD dan SMP melalui workshop interaktif, pengisian formulir refleksi diri terstandar sebanyak 20 item (n=19 guru), serta survei kepuasan (n=25). Analisis form refleksi menghasilkan rata-rata implementasi UDL sebesar 3,39/4,00 (84,87%), dengan 10 guru berada dalam kategori Sangat Baik (52,6%) dan 9 guru dalam kategori Baik (47,4%). Dimensi keterlibatan siswa menjadi kekuatan tertinggi (M=3,52), sementara dimensi ekspresi pemahaman siswa menjadi prioritas untuk dikembangkan (M=3,28). Evaluasi kegiatan menunjukkan tingkat kepuasan pelaksanaan sebesar 87% dan kepuasan terhadap fasilitator sebesar 93,25%. Triangulasi data mengindikasikan bahwa penerimaan positif guru terhadap workshop belum diikuti oleh praktik asesmen yang terdiferensiasi, sehingga siklus PAR berikutnya perlu difokuskan pada pendampingan asesmen alternatif berbasis kelas.
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