Layanan Bimbingan Berbasis Diferensiasi bagi Anak Berkebutuhan Khusus di Kelas Inklusif Sekolah Dasar: Studi Reflektif Berbasis Narasi

Abstract

Inclusive education at the elementary level requires teachers to carry out guidance and counselling functions alongside instruction, particularly for Children with Special Needs (CSN). This study documents how differentiation-based guidance was practised in one inclusive classroom at SD Banyu Belik during the 2025 Smart Generation Volunteer Programme (September to November 2025). The design is a reflective narrative study within a descriptive qualitative approach. Data came from participatory observation, a reflective journal kept after every teaching session, and descriptive field notes, involving 28 students, of whom 3 were identified as CSN. Each recorded pedagogical episode was coded through the six stages of Gibbs' Reflective Cycle (1988), and the analytical statements produced at the analysis and conclusion stages were then compared across episodes to identify recurring patterns. Four patterns were traced: expressive lesson openings that build rapport, play as a medium for delivering content, adaptive scaffolding informed by Universal Design for Learning, and specific appreciation directed at effort rather than outcome. Across these episodes, the researcher observed shifts in students' willingness to speak, to attempt tasks, and to remain engaged, although the study makes no claim of measured effect. Three recurring constraints were recorded: fluctuating emotional regulation, the demand for sustained individual accompaniment, and the range of learning profiles held within a single room. The reflection points towards a broader account of what progress means for CSN, one that includes psychological safety and self-confidence, and reads that account through the Islamic guidance principles of fitrah, rahmah, 'adalah, and ta'awun.