SURVEI PRATIK MICROTEACHING DALAM MENINGKATKAN KEMAMPUAN MENGAJAR CALON PENDIDIK SISWA BERKEBUTUHAN KHUSUS
DOI:
https://doi.org/10.61798/wjpe.v4i2.381Keywords:
Microteaching, Pendidik, Siswa Berkebutuhan KhususAbstract
Pendidikan inklusif yang mengupayakan akses dan partisipasi penuh bagi semua anak termasuk Anak Berkebutuhan Khusus (ABK) menjadi paradigma yang semakin relevan secara global dan nasional. Keberagaman jenis ABK seperti tunanetra, tunagrahita, tunarungu, tunadaksa, tunalaras, kesulitan belajar, cerebral palsy, autisme, anak berbakat, gangguan Rett, Asperger, lamban belajar, hingga ADHD, menuntut kemampuan mengajar yang sangat spesifik dan adaptif dari para pendidik. Mengingat karakteristik siswa berkebutuhan khusus yang unik dan beragam, tujuan penelitian ini yaitu untuk menggambarkan praktik microteaching dalam meningkatkan kemampuan mengajar calon pendidik siswa berkebutuhan khusus. Metode dalam penelitian ini merupakan kuantitatif deskriptif yang dilaksanakan pada 31 Mei-28 Juni 2025. Jenis penelitian ini adalah survei dengan subjek penelitian calon pendidik siswa berkebutuhan khusus berjumlah 18 orang. Analisis data disajikan dalam tabel dan diagram, lalu dijabarkan secara deskriptif untuk menggambarkan kemampuan mengajar calon pendidik dalam melakukan praktik microteaching. Hasil penelitian didapatkan bahwa praktik microteaching berhasil meningkatkan berbagai dimensi keterampilan mengajar calon pendidik siswa berkebutuhan khusus. Peningkatan ini meliputi pemahaman akan karakteristik siswa berkebutuhan khusus, kemampuan mengelola kelas, penyampaian materi dan tujuan pembelajaran, penggunaan media, komunikasi, manajemen waktu, hingga keterampilan evaluasi dan penutupan sesi pembelajaran. Ini mengindikasikan bahwa program microteaching efektif dalam mempersiapkan calon pendidik untuk menghadapi kompleksitas pengajaran bagi siswa berkebutuhan khusus.
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