INDONESIA:
Implementasi pendidikan inklusif di Sekolah Dasar Kecamatan Parittiga saat ini menghadapi tantangan besar akibat minimnya kompetensi guru reguler dalam menangani keberagaman kebutuhan khusus siswa seperti slow learner, ADHD, dan disleksia. Kondisi ini diperparah oleh kesenjangan yang luas antara mandat regulasi, seperti Permendikbudristek Nomor 48 Tahun 2023, dengan realitas di lapangan yang masih kekurangan sarana prasarana adaptif serta Guru Pembimbing Khusus (GPK).

Penelitian ini bertujuan untuk mengidentifikasi dan mendeskripsikan strategi pembelajaran yang efektif, realistis, dan berkelanjutan yang diterapkan oleh guru dalam menghadapi keterbatasan penyelenggaraan pendidikan inklusif di Sekolah Dasar Kecamatan Parittiga.
Penelitian ini menggunakan metode penelitian kualitatif, dengan pendekatan kajian keilmuan untuk memperjelas kesesuaian antara teori dan data lapangan. Subjek penelitian terdiri dari kepala sekolah, guru kelas, dan guru mata pelajaran di SD Negeri 3, 8, 14, dan 15 Parittiga, sementara objek penelitiannya adalah strategi pembelajaran inklusif di sekolah dasar reguler. Teknik pengumpulan data dilakukan melalui observasi partisipatif di dalam kelas, wawancara mendalam dengan tenaga pendidik, dan dokumentasi terkait Program Pembelajaran Individu (PPI). Analisis data dilakukan secara sistematis melalui tahapan reduksi data, penyajian data, serta penarikan kesimpulan dan verifikasi untuk memastikan keabsahan temuan di lapangan.

Hasil penelitian menunjukkan bahwa aktualisasi kebijakan pembelajaran inklusif di Sekolah Dasar Kecamatan Parittiga masih belum optimal, ditandai oleh kurangnya pemahaman guru dan fasilitas pendukung yang adaptif. Adapun strategi pembelajaran inklusif yang diterapkan cenderung mengarah pada modifikasi kurikulum dan pemberian bantuan individual, meskipun belum sepenuhnya terstruktur dalam Program Pembelajaran Individu (PPI). Sementara itu, evaluasi pembelajaran inklusif dilakukan secara informal oleh guru melalui observasi perkembangan siswa, namun belum berbasis pada asesmen komprehensif dan berkelanjutan.

ENGLISH:
The implementation of inclusive education in elementary schools in the Parittiga District currently faces major challenges due to the lack of competence of regular teachers in handling the diverse special needs of students, such as slow learners, ADHD, and dyslexia. This situation is exacerbated by the wide gap between regulatory mandates, such as Permendikbudristek Number 48 of 2023, and the reality in the field, which still lacks adaptive facilities and infrastructure as well as Special Guidance Teachers. This study aims to identify and describe effective, realistic, and sustainable learning strategies implemented by teachers in facing the limitations of inclusive education in elementary schools in Parittiga District.

This research uses a qualitative approach with a descriptive research type. The research subjects consist of the principal, classroom teachers, and subject teachers, while the research object is inclusive learning strategies in regular elementary schools. Data collection techniques were carried out through participatory observation in the classroom, in-depth interviews with educators, and documentation related to the Individual Learning Program. Data analysis was carried out systematically through the stages of data reduction, data presentation, and conclusion drawing and verification to ensure the validity of the findings in the field.

The results showed that the actualization of inclusive learning policies in elementary schools in Parittiga District was still not optimal, marked by a lack of understanding among teachers and adaptive support facilities. The inclusive learning strategies implemented tend to focus on curriculum modification and individual assistance, although they are not yet fully structured in the Individual Learning Program. Meanwhile, the evaluation of inclusive learning is carried out informally by teachers through observation of student development, but it is not yet based on comprehensive and continuous assessment.