Inclusive Education: Optimizing Student Potential at SMA 6 Semarang

Pendidikan Inklusif: Mengoptimalkan Potensi Siswa di SMA 6 Semarang

Class Atmosphere During Mathematics Learning Using Peer Tutor Method and Group Discussion at Senior High School 6 Semarang (Source: Personal Photo)

Education is a fundamental right for every citizen, including children with special needs, often referred to as Anak Berkebutuhan Khusus (ABK), as stipulated in Article 31 Paragraph 1 of the 1945 Constitution and the National Education System Law No. 20 of 2023. All children, whether typical or with special needs, have the same right to access education without discrimination (Bawono, 2022). The government, in accordance with Article 11 Paragraph 1 and Article 5 Paragraph 2 of the National Education System Law, is responsible for providing inclusive, high-quality educational facilities and services for all members of society (Taufik & Rahaju, 2021; Isma et al., 2023).

Inclusive education aims to provide opportunities for children with special needs to learn alongside other students in the same environment, whether in formal or non-formal education settings. According to the Ministry of National Education Regulation No. 70 of 2009, inclusive education emphasizes an optimal and responsive learning environment that accommodates the diverse needs of all students, including ABK. This approach enables children with special needs not only to receive proper education but also to develop social skills with other students, allowing them to achieve their maximum potential in line with the goals of national education (Haliqa et al., 2024).

Children with special needs often feel discriminated against and lack opportunities for social interaction. To address this, the government encourages the implementation of inclusive education, which allows children with special needs to learn alongside their peers without discrimination. One school that has implemented inclusive education is Senior High School 6 Semarang. This school accepts students with special needs and provides a learning environment that is welcoming, tolerant, and respectful of diversity (Santoso, 2021).

Inclusive learning emphasizes the importance of providing equal opportunities for all students. This includes developing flexible curricula, providing adequate facilities and infrastructure, and training teachers to effectively manage inclusive classrooms. Teachers in inclusive schools face significant challenges, from designing relevant materials to fostering positive interactions among students.

As a school that implements inclusive education, Senior High School 6 Semarang accommodates students with ADHD (Attention Deficit Hyperactivity Disorder). ADHD is a developmental and neurological disorder characterized by a range of issues, including self-control difficulties, attention span problems, hyperactivity, and impulsivity, which lead to challenges in behavior, thinking, and emotional regulation. ADHD is generally defined as a condition in children who exhibit symptoms of inattention, hyperactivity, and impulsivity, which can disrupt many aspects of their daily lives (Rahmatul, 2021).

For students with ADHD, the greatest challenge is ensuring they remain focused and do not disrupt the learning process of others. ADHD students at Senior High School 6 Semarang are often characterized by excessive motor activity that is uncontrollable, making it difficult for them to sit still or listen to teachers' explanations. This condition requires a special approach tailored to the individual needs of the students.

Based on research and interviews with a teacher who works with students with ADHD, Senior High School 6 Semarang has implemented effective inclusive approaches. One example is the case of Student T, a student with ADHD who demonstrates extraordinary intelligence, particularly in English, Mathematics, and Biology. Remarkably, Student T has won first place in a national English competition. Teachers at Senior High School 6 Semarang use a needs-based approach to optimize Student T’s potential.

In mathematics, for instance, Student T often completes tasks faster than their peers. To accommodate this, the teacher provides additional enrichment problems. This strategy keeps Student T engaged while also offering new challenges to stimulate their abilities. Additionally, a collaborative approach is applied by assigning Student T as a peer tutor, helping classmates understand difficult material while constructively channeling their energy.

This approach is also applied to other subjects, such as biology. Student T is known for their ability to explain material clearly and systematically to classmates. Teachers utilize this skill to build Student T’s confidence and increase active participation in class. Beyond Student T, Senior High School 6 Semarang has implemented policies to support students with physical disabilities. For example, the XII Social Studies class was relocated to the first floor to ensure that students with mobility challenges can learn comfortably. This initiative reflects the school’s commitment to inclusive education, focusing not only on learning but also on creating a comfortable environment.

Teachers play a crucial role in the success of inclusive education. Teachers at Senior High School 6 Semarang are required not only to master the subject matter but also to understand the individual characteristics of their students. The mathematics teacher for Student T, for example, recognizes that giving additional responsibilities helps manage Student T’s motor activity. Moreover, teachers are expected to create an inclusive classroom environment where all students feel accepted and valued. Teachers at Senior High School 6 Semarang also maintain regular communication with parents to discuss students' special needs and strategies that can be applied both at home and at school. This collaboration is essential to ensure consistent support across various environments.

Inclusive education at Senior High School 6 Semarang demonstrates that an individualized, needs-based approach can optimize the potential of students with special needs. By providing appropriate challenges, involving students in collaborative activities, and creating an inclusive learning environment, Student T has been able to develop not only academically but also socially. This success underscores the importance of teachers understanding the individual characteristics of their students and designing appropriate teaching strategies. With proper training and support from the entire school community, inclusive education can serve as a model for creating a fair and equitable learning environment for all students.

Daftar Pustaka

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Dewi, W. P., Sudadio & Fadlullah. (2024). Implementasi Pendidikan Inklusif pada Sekolah Penyelenggara Pendidikan Inklusif Jenjang SMP di Kota Tangerang. Journal of Education Research, 5(1), 643-650.

Haliqa, S., Syafril, M., & Susetyo, B. (2024). Analisis Pembelajaran Bagi Anak Berkebutuhan Khusus di Sekolah Dasar Negeri Inklusi. Edukatif: Jurnal Ilmu Pendidikan, 6(3), 2238-2245.

Rahmatul, A. N. (2021). Permainan Sensori Motorik Untuk Meningkatkan Konsentrasi Pada Anak dengan ADHD. Procedia: Studi Kasus Dan Intervensi Psikologi, 9(4). https://doi.org/10.22219/procedia.v9i4.16459

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Taufik, A. N., & Rahaju, T. (2021). Implementasi Kebijakan Pendidikan Inklusif Untuk Mewujudkan Kesetaraan Belajar Bagi Peserta Didik Berkebutuhan Khusus Tingkat SMA di Surabaya. Publika, 9(3), 139-154. https://doi.org/10.26740/publika.v9n3.p111139-154.

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