Partisipasi Belajar Siswa Tunadaksa dalam Pembelajaran Inklusif di Sekolah Dasar: Studi Deskriptif Kualitatif

Abstract

This study was motivated by the important role schools play in supporting the social development of students with special needs particularly students with physical disabilities through inclusive education that provides opportunities to interact and participate alongside their peers. The study aims to describe the forms of learning participation among students with physical disabilities, the factors that support such participation, and the barriers they face while participating in inclusive education at MI Muhammadiyah Gesing. This study employed a qualitative descriptive approach, with the research subjects consisting of a first-grade student with physical disabilities, the classroom teacher, and the student’s parents. Data were collected through observation, in-depth interviews, and documentation, and were subsequently analyzed using the Miles and Huberman model, which includes data reduction, data presentation, and drawing conclusions. The research findings indicate that students with physical disabilities demonstrate good learning participation in physical, academic, social, and emotional aspects. These students are able to participate in learning activities, complete assignments, interact with teachers and peers, and demonstrate positive motivation to learn. Learning participation is supported by the role of teachers, acceptance by peers, an inclusive school environment, and cooperation between parents and the school. The barriers identified include students’ physical limitations, which affect some learning activities, as well as the suboptimal availability of special education teachers. These findings indicate that an inclusive educational environment can support the active involvement of students with physical disabilities in the learning process.