Blended Learning for Inclusive Education: Teacher’s Perspectives in Engaging Students with Special Needs

Authors

  • Al Aini Umry Universitas Islam Negeri Sumatera Utara, Indonesia
  • Sukma Dara Universitas Islam Negeri Sumatera Utara, Indonesia

DOI:

https://doi.org/10.37985/jer.v7i2.3616

Keywords:

Blended Learning Pendidikan Inklusif Perspektif Guru Peserta Didik Berkebutuhan Khusus Pendekatan Fenomenologi

Abstract

Blended learning semakin banyak diterapkan dalam pendidikan inklusif untuk mendukung peserta didik berkebutuhan khusus. Penelitian ini bertujuan untuk mengkaji perspektif guru terhadap implementasi blended learning di kelas inklusif. Penelitian menggunakan desain fenomenologi kualitatif dengan melibatkan lima guru dari sebuah sekolah inklusif di Medan, Indonesia. Data dikumpulkan melalui wawancara semi-terstruktur dan observasi kelas, lalu dianalisis menggunakan kerangka thematic analysis enam tahap dari Braun dan Clarke. Hasil penelitian mengidentifikasi empat tema utama, yaitu personalisasi dan pemberdayaan siswa, integrasi teknologi asistif dan digital, model pembelajaran blended learning, serta tantangan sistemik. Guru menyatakan bahwa teknologi asistif, seperti screen reader dan voice recognition tools, serta sumber belajar berbasis multimedia mampu meningkatkan partisipasi, kemandirian belajar, dan keterlibatan siswa di kelas. Sebagian besar guru juga menerapkan model flipped classroom dan station rotation untuk mengakomodasi kebutuhan belajar yang beragam. Namun, penelitian ini menemukan beberapa hambatan, seperti keterbatasan infrastruktur teknologi, kurangnya pelatihan profesional, dan lemahnya kolaborasi antar pemangku kepentingan pendidikan. Penelitian ini menegaskan pentingnya dukungan institusi, pengembangan profesional guru secara berkelanjutan, dan penyediaan sumber belajar digital yang aksesibel.

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Published

24-05-2026

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How to Cite

Umry, A. A., & Damanik, E. (2026). Blended Learning for Inclusive Education: Teacher’s Perspectives in Engaging Students with Special Needs . Journal of Education Research, 7(2), 580–587. https://doi.org/10.37985/jer.v7i2.3616

Issue

Vol. 7 No. 2 (2026)

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