Eksplorasi Implementasi Program Tabebuya sebagai Pendekatan Pendampingan Guru bagi Anak Slow Learner di Sekolah Inklusif
DOI:
https://doi.org/10.56633/kaisa.v6i1.1320Keywords:
tabebuya program, inclusive education, teacher mentoring, slow learner students, exploratory studyAbstract
Inclusive education requires adaptive mentoring approaches to support the learning needs of slow learner students, particularly in the context of the limited availability of Special Education Teachers (Guru Pendamping Khusus) in primary schools. This condition often results in less optimal individualized and sustainable mentoring services. This study aims to explore the implementation of the Tabebuya Program as a mentoring approach conducted by Special Education Teachers for slow learner students in inclusive schools. The study employed a qualitative exploratory approach with a descriptive-interpretative design, using in-depth interviews, observations, and document analysis. The research was conducted in two inclusive primary schools and involved principals, Special Education Teachers, classroom teachers, slow learner students, and parents as research participants. The findings indicate that the Tabebuya Program is implemented as an individualized mentoring practice that emphasizes emotional relationships, the creation of a safe learning environment, and continuous reflection and collaboration among school stakeholders. Structured individual mentoring enables teachers to adjust instructional strategies to students’ learning needs and pace, while also supporting gradual socio-emotional development within the context of inclusive education.
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