Peran Guru dalam Menciptakan Lingkungan Belajar Inklusif di SMK 2 Bulukumba

Abstract

Inclusive education is an effort to provide equal learning opportunities for all students regardless of their abilities, backgrounds, or individual characteristics. The successful implementation of inclusive education is strongly influenced by the role of teachers in creating a learning environment that supports student diversity. This study aims to describe the role of teachers in creating an inclusive learning environment at SMK Negeri 2 Bulukumba, identify the challenges faced by teachers, and analyze the strategies used to overcome those challenges. This research employed a qualitative approach with a case study design. The research participants consisted of the principal, subject teachers, counseling teachers, and students. Data were collected through observation, interviews, and documentation and analyzed using the Miles, Huberman, and Saldaña model, including data reduction, data display, and conclusion drawing. The findings reveal that teachers play significant roles as facilitators, motivators, mediators, and classroom managers in creating an inclusive learning environment. Teachers adapt learning activities, provide academic and emotional support, and promote positive social interactions within the school community. The challenges encountered include limited supporting facilities, insufficient training on inclusive education, and the diverse learning needs of students. To address these challenges, teachers collaborate with various stakeholders, improve their professional competencies, and develop adaptive learning strategies. This study highlights that the success of inclusive education requires synergy among teachers, schools, parents, and the entire school community.