PENGEMBANGAN KAPASITAS DIRI GURU NON-PLB DALAM PEMBELAJARAN SISWA PENYANDANG DISABILITAS: STUDI KASUS DI SLB NEGERI 1 BANTUL

Salsabila Nur Hasna, NIM.: 24200011008 (2026) PENGEMBANGAN KAPASITAS DIRI GURU NON-PLB DALAM PEMBELAJARAN SISWA PENYANDANG DISABILITAS: STUDI KASUS DI SLB NEGERI 1 BANTUL. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

This study was motivated by the gap in the abilities of teachers without a background in Special Education (PLB) to teach students with disabilities in special education schools. Without formal training in Special Education, they are required to teach students with disabilities with all the associated issues and dynamics a situation that poses unique challenges as they carry out their teaching duties in the classroom. This study employed a descriptive qualitative method using a case study approach, involving 8 non-Special Education teachers at State Special School 1 Bantul as informants. Data collection techniques included in-depth interviews, observation, and documentation. The results indicate that capacity building for non- PLB teachers is carried out through three complementary mechanisms: the Teacher Working Group (KKG) program, school-based workshops, and self-directed learning and peer learning among teachers. Issues related to the regulations governing the Teacher Working Group program and its less than optimal implementation in the field have actually encouraged non-PLB teachers to take the initiative to engage in self-directed learning through various online media and to share knowledge and experiences with their peers. From a self-efficacy perspective, the mastery experiences and competency acquisition gained by non-PLB teachers through both formal and informal channels supported by verbal encouragement among fellow teachers indicate that the self-efficacy of non-PLB teachers is not built from a single source of experience, but rather through the support of various mutually reinforcing sources. Thus, limitations in a single capacity-building mechanism do not necessarily constitute an insurmountable obstacle, as long as the teacher has the opportunity and willingness to pursue alternative mechanisms for achieving the desired self-capacity development.

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