Teacher Intervention Practices in Inclusive Learning in Grade IV MI Without a Special Assistant Teacher (GPK)

Abstract

Inclusive education aims to provide equal learning opportunities for all students. However, many madrasah ibtidaiyah in Indonesia lack Special Assistant Teachers (GPK), forcing classroom teachers to manage inclusive learningindependently. This qualitative case study aims to analyze classroom teachers' intervention practices in inclusive learning within the fourth grade of MIS Madani Alauddin Pao-Pao. Data were gathered through non-participant observation, semi- structured interviews, and documentation, and analyzed using the Miles, Huberman, and Saldana interactive model. The results revealed that the special needs student faced challenges with focus, emotional regulation, and impulsive behavior. To address this, the teacher implemented adaptive interventions, including simplified instructions, positive reinforcement, seating arrangements, answer dictation, multisensory media, and brain breaks. Among these, multisensory media and brain breaks emerged as the most effective strategies for enhancing student focus and emotional stability. Key challenges identified include limited training in inclusive education, difficulties dividing attention, and the absence of an Individualized Education Program (IEP). This study concludes that classroom teachers play a crucial role as the primary implementers of inclusive education in resource-limited schools.