KOMPETENSI PEDAGOGIK GURU DALAM MENGAJAR DI KELAS INKLUSIF PADA TK HARSYA CERIA BANDA ACEH

Abstract

This study aims to describe the pedagogical competence of teachers in teaching in inclusive classes at the early childhood education level at TK Harsya Ceria Banda Aceh. This study uses a descriptive qualitative approach to describe the phenomenon in depth and holistically through direct interaction with research subjects in their daily context. Data sources consist of primary and secondary data. Primary data were obtained through in-depth interviews and participatory observations of class teachers, principals, and parents of students with special needs, while secondary data were obtained from documents such as lesson plans, student development records, and school policies related to inclusive learning. Triangulation techniques were used to ensure the validity of the data. Data analysis was carried out using the Miles & Huberman interactive model which includes data reduction, data presentation, and inductive conclusion drawing. The results of the study indicate that teachers have a good understanding of student characteristics, are able to design adaptive and responsive learning, and implement learning with a play approach, multisensory media, and differentiation strategies. Evaluation is carried out authentically by emphasizing individual development. Although there are still obstacles in terms of facilities, training, and mentoring, teacher practice shows that the implementation of inclusive pedagogy is quite effective. This study is expected to contribute to strengthening teacher competence in PAUD units that provide inclusive education.