The role of teachers in developing students' socially caring character in inclusive education in elementary schools
DOI:
https://doi.org/10.22219/jp2sd.v13i1.38294Keywords:
Teacher role, Socially caring, Inclusion, Elementary schools studentAbstract
This study focuses on the role of teachers in developing students' socially caring character in the implementation of inclusive education in elementary schools. The purpose of this study is to explore the role of teachers, the strategies applied, and the obstacles faced in forming students' socially caring character. Based on the formulation of the problem proposed, this study uses a descriptive qualitative approach with data collection methods through in-depth interviews, observation, and documentation. This study was conducted in one of the public elementary schools in Sukabumi City, West Java, Indonesia. This school is not an inclusive referral school but has four students with special needs. The results of the study indicate that teachers in inclusive elementary schools have some important roles such as informants, organizers, motivators, directors, initiators, transmitters, facilitators, mediators, and evaluators in developing students' socially caring character. The strategies applied include developing empathy, respect for differences, involvement in social activities, and encouraging cooperation and avoiding discrimination. However, teachers face various obstacles, such as lack of understanding of inclusive education, limited support from Special Companion Teachers (GPK), lack of school facilities, and lack of parental participation. Based on these findings, this study concludes that although teachers have very important roles in developing students' socially caring character, the success of this process requires comprehensive support, both from teacher training, adequate facilities, cooperation with parents, and policies that support inclusive education.
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