STRATEGI GURU DALAM MENGELOLA KELAS YANG HETEROGEN PADA PEMBELAJARAN INKLUSIF

Abstract

Inclusive education strives to provide equal learning opportunities to all students without compromising their physical, intellectual, social, emotional, or even daily needs. Implementing inclusive education enables teachers to have the ability to teach in heterogeneous classes because in the same class, there are regular students and students with special needs with different characteristics. Differences in academic abilities, behavior, learning styles, and educational service needs make it difficult for teachers to create an effective and sustainable learning process. Therefore, effective teaching strategies are needed through collaboration between class teachers and Special Assistant Teachers (GPK), flexible teaching models, and differentiated learning so that all students get the best possible learning opportunities. This article uses a qualitative research methodology with a literature study approach (library research). Information on inclusive education was collected from various journals, books, and policy documents. Data analysis was conducted using content analysis techniques through data reduction, data analysis, interpretation, and conclusion analysis. The research results show that the success of heterogeneous classes in inclusive education is influenced by several key strategies, including the teacher's ability to create a positive learning environment, coordinate intensively with the Special Needs Teacher, implement differentiated learning, use a variety of learning media, conduct flexible assessments, and provide positive feedback to students. Furthermore, effective communication between schools, individuals, and the education team is crucial in encouraging the development of students with special needs. Although many obstacles remain, such as teacher competency, infrastructure, and the limited number of Special Needs Teachers, effective classroom management strategies can increase the participation of all students in an inclusive learning environment.