Implementasi Culturally Responsive Teaching untuk Memperkuat Identitas Budaya dan Inklusi Anak Berkebutuhan Khusus pada PAUD
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Abstract
Penelitian ini mengkaji implementasi pendekatan Culturally Responsive Teaching dalam setting pendidikan inklusi Anak Berkebutuhan Khusus pada jenjang Pendidikan Anak Usia Dini, dengan fokus pada penguatan identitas budaya dan rasa kepemilikan sebagai luaran utama yang dapat diukur. Studi kualitatif berpendekatan studi kasus ini dilaksanakan di PAUD Inklusif Saymara, melibatkan empat guru kelas, dua guru pendamping khusus, satu kepala sekolah, delapan orang tua ABK, dan enam orang tua anak reguler sebagai partisipan. Data dikumpulkan melalui observasi partisipatif pasif selama delapan belas sesi pembelajaran, wawancara mendalam semi-terstruktur, dan studi dokumentasi terhadap perangkat pembelajaran serta artefak kelas. Temuan mengungkap empat dimensi implementasi: pertama, integrasi nilai dan simbol budaya lokal sebagai medium pedagogis yang membuat materi lebih aksesibel bagi ABK; kedua, penciptaan lingkungan belajar yang secara visual mencerminkan keragaman budaya peserta didik; ketiga, transformasi peran guru menjadi cultural broker yang menghubungkan kurikulum formal dengan kearifan lokal; dan keempat, kemitraan otentik dengan keluarga dan komunitas yang membangun keberlanjutan dukungan bagi ABK. Kontribusi orisinal penelitian ini terletak pada pengembangan kerangka operasional CRT berbasis konteks PAUD inklusif Indonesia yang selama ini belum tersedia dalam literatur, sehingga memperluas aplikasi teori CRT melampaui pendidikan umum menuju pendidikan inklusif anak usia dini.
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