Peningkatan Kompetensi Guru di YPAC Semarang dalam Strategi Pembelajaran Inklusif

Abstract

ABSTRAK

Kegiatan pengabdian masyarakat ini dilatarbelakangi oleh kebutuhan mendesak akan peningkatan kompetensi guru dalam menerapkan strategi pembelajaran inklusif, khususnya di Yayasan Pembinaan Anak Cacat (YPAC) Semarang. Permasalahan utama yang dihadapi mitra adalah keterbatasan pemahaman dan keterampilan praktis guru dalam menghadapi keberagaman kebutuhan belajar siswa disabilitas. Tujuan dari kegiatan ini adalah untuk meningkatkan pengetahuan, keterampilan, dan sikap profesional guru dalam menyusun dan mengimplementasikan strategi pembelajaran yang inklusif dan adaptif. Tahapan dari kegiatan yang dilaksanakan meliputi identifikasi kebutuhan mitra, pelaksanaan dan Evaluasi hasil kegiatan. Metode pelaksanaan kegiatan meliputi sosialisasi konsep pendidikan inklusif, penyuluhan tentang hak-hak anak berkebutuhan khusus, workshop penyusunan Rencana Pembelajaran Individual (RPI), serta praktikum penggunaan media ajar adaptif dan teknologi bantu. Kegiatan dilaksanakan bersama mitra YPAC Semarang yang terdiri dari 55 orang guru dan tenaga kependidikan. Evaluasi dilakukan dengan metode pre-test dan post-test untuk mengukur peningkatan pemahaman, observasi langsung praktik pembelajaran, serta kuisioner kepuasan peserta. Hasil evaluasi menunjukkan adanya peningkatan pemahaman konseptual tentang pendidikan inklusif sebesar 35%, serta peningkatan keterampilan praktis guru dalam merancang dan melaksanakan pembelajaran inklusif sebesar 33%. Selain itu, terjadi peningkatan softskill dalam hal empati, komunikasi, dan kolaborasi antar guru. Dampak jangka menengah dari kegiatan ini juga diproyeksikan dapat meningkatkan kualitas layanan pendidikan di YPAC Semarang secara menyeluruh.

Kata kunci: kompetensi guru; pembelajaran inklusif; YPAC; disabilitas; pengabdian masyarakat.

ABSTRACT

This community service activity was driven by the urgent need to improve teachers' competencies in implementing inclusive learning strategies, particularly at the Foundation for the Development of Children with Disabilities (YPAC) Semarang. The main problem faced by the partner institution is the limited understanding and practical skills of teachers in addressing the diverse learning needs of students with disabilities. The aim of this program is to enhance teachers’ knowledge, skills, and professional attitudes in designing and implementing inclusive and adaptive teaching strategies. The stages of the activity included identifying partner needs, implementation, and evaluation of results. The methods used in this program included the dissemination of inclusive education concepts, education on the rights of children with special needs, a workshop on the development of Individualized Education Plans (IEPs), and practical sessions on the use of adaptive teaching media and assistive technologies. The activity was carried out in collaboration with YPAC Semarang and involved 55 teachers and education staff. Evaluation was conducted using pre- and post-tests to measure knowledge improvement, direct observation of teaching practices, and participant satisfaction questionnaires. The evaluation results showed a 35% increase in conceptual understanding of inclusive education and a 33% increase in practical teaching skills for inclusive learning. In addition, there was an improvement in soft skills such as empathy, communication, and collaboration among teachers. The medium-term impact of this activity is projected to contribute to the overall improvement of educational services at YPAC Semarang.

Keywords: teacher competence; inclusive learning; YPAC; disability; community service.