FROM EMOTION TO INCLUSION: MINDFULNESS TRAINING UNTUK GURU PENDAMPING KHUSUS

Nanik Handayani; Aulia Suhesty; Anang Arief Abdillah; Hilmi Rifa Nurrahman; Usifah Dwi Syahrani

doi:10.31764/jmm.v10i3.37657

FROM EMOTION TO INCLUSION: MINDFULNESS TRAINING UNTUK GURU PENDAMPING KHUSUS

Nanik Handayani, Aulia Suhesty, Anang Arief Abdillah, Hilmi Rifa Nurrahman, Usifah Dwi Syahrani

Abstract

Abstrak: Penguatan pendidikan inklusif memerlukan dukungan sosial-emosional pendidik, khususnya guru pendamping khusus (GPK), karena GPK menghadapi beban kerja dan tekanan emosional yang tinggi dalam mendampingi siswa berkebutuhan khusus. Kegiatan pengabdian ini bertujuan meningkatkan pengetahuan kecerdasan emosi dan pengelolaan emosi GPK melalui pelatihan mindfulness. Metode yang digunakan adalah pelatihan luring yang mengintegrasikan psikoedukasi kecerdasan emosi, diskusi reflektif, dan praktik mindfulness berkolaborasi bersama dengan UPTD. Pusat Layanan Disabilitas dan Pendidikan Inklusif (PLDPI) Kota Samarinda yang diikuti oleh 22 orang GPK. Evaluasi dilakukan dengan pretest-posttest sebanyak 10 soal pengetahuan kecerdasan emosi. Temuan menunjukkan adanya peningkatan skor rata-rata pengetahuan dari 69,091 menjadi 83,636 atau mengalami peningkatan sebesar 21,06% disertai respon peserta yang merasa lebih tenang setelah praktik mindfulness. Pelatihan ini efektif sebagai intervensi awal untuk memperkuat kapasitas emosional GPK dan mendukung iklim pembelajaran inklusif yang positif.

Abstract: Inclusive education strengthening required teacher’s socio-emotional support, particulary Special Assistant Teacher (GPK), as they faced high workload and emotional pressure when assisting students with special needs. This community service program aimed to improved GPK’s emotional intelligence knowledge and emotion management through mindfulness training. The program was conducted as an offline training integrating emotional intelligence psychoeducation, reflective discussion, and mindfulness practice in collaboration with the UPTD. Pusat Layanan Disabilitas dan Pendidikan Inklusif (PLDPI) Kota Samarinda and was attended by 22 GPK. Evaluation was carried out using a pretest-posttest 10 question on emotional intelligence knowledge. The results showed an increase in the mean knowledge score from 69.092 to 83.636 (a 21.06% improvement), accompanied by participants responses indicating that they felt calmer after the mindfulness practice. This training was effective as an initial intervention to strengthen GPK’s emotional capacity and to support a positive inclusive learning climate.

Keywords

Special Assistant Teacher; Emotional Intelligence; Mindfulness; Emotion Regulation; Inclusive Education.

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DOI: https://doi.org/10.31764/jmm.v10i3.37657