EKSPLORASI COPING STRATEGI GURU PENDAMPING KHUSUS KETIKA MENDIDIK DI TK MCC GORONTALO

Abstract

Abstrak

Latar Belakang: Guru Pendamping Khusus (GPK) di sekolah inklusi menghadapi tantangan kompleks dalam mendidik Anak Berkebutuhan Khusus (ABK), termasuk pengelolaan stres, kelelahan emosional, dan penentuan metode pengajaran yang tepat. Meskipun TK MCC Gorontalo telah menerapkan strategi pembagian tanggung jawab yang jelas dengan rasio 1:1 antara GPK dan ABK, kemampuan GPK dalam mengelola tantangan ini masih perlu terus dikembangkan untuk mempertahankan efektivitas pembelajaran inklusi. Metode: Penelitian ini menggunakan pendekatan kualitatif dengan metode wawancara mendalam (deep interview) secara semi-terstruktur. Data dikumpulkan dari GPK di TK MCC Gorontalo dan dianalisis melalui proses tematik untuk mengidentifikasi tema-tema utama terkait strategi penanggulangan yang diterapkan. Analisis dilakukan secara iteratif dengan pengkodean awal dan pengelompokan kode untuk membentuk tema-tema yang merepresentasikan pengalaman partisipan. Hasil: GPK di TK MCC mengembangkan sistem coping strategies yang komprehensif dalam tiga dimensi utama. Dimensi pedagogis meliputi pendekatan fleksibel dengan multi-sensory approach, pendekatan yang fleksibel namun sistematis, serta dokumentasi dan refleksi harian. Dimensi personal mencakup regulasi diri melalui teknik mindfulness, pengaturan ekspektasi realistis, dan manajemen stres. Dimensi profesional terdiri dari strategi pengembangan kompetensi berkelanjutan melalui berbagi pengalaman sesama guru, konsultasi dengan orang tua, pembelajaran mandiri (self-directed learning), dan sistem peer mentoring. Kesimpulan: Strategi penanggulangan yang dikembangkan GPK di TK MCC menunjukkan pendekatan yang proaktif, adaptif, dan berkelanjutan dalam menghadapi kompleksitas pendidikan inklusi. Implementasi strategi ini tidak hanya membantu mengatasi tantangan immediate tetapi juga membangun kapasitas jangka panjang untuk menghadapi keberagaman karakteristik ABK. Model strategi ini dapat diadaptasi oleh institusi pendidikan inklusi lainnya untuk meningkatkan efektivitas pendampingan ABK dan kesejahteraan tenaga pendidik.

Abstract

Background: Special Assistant Teachers (GPK) in inclusive schools face complex challenges in educating Children with Special Needs (ABK), including managing stress, emotional exhaustion, and determining appropriate teaching methods. Although MCC Gorontalo Kindergarten has implemented a clear strategy of sharing responsibilities with a 1:1 ratio between GPK and ABK, the GPK's ability to manage these challenges still needs to be developed to maintain the effectiveness of inclusive learning. Method: This study used a qualitative approach with a semi-structured in-depth interview method. Data were collected from GPK at MCC Gorontalo Kindergarten and analyzed through a thematic process to identify key themes related to the coping strategies implemented. The analysis was carried out iteratively with initial coding and grouping of codes to form themes that represent participants' experiences. Results: GPK at MCC Kindergarten developed a comprehensive coping strategy system in three main dimensions. The pedagogical dimension includes a flexible approach with a multisensory approach, a flexible but systematic approach, and daily documentation and reflection. The personal dimension includes self-regulation through mindfulness techniques, setting realistic expectations, and stress management. The professional dimension consists of a strategy for developing continuous competency through sharing experiences with fellow teachers, consultation with parents, independent learning, and a peer mentoring system. Conclusion: The coping strategy developed by GPK at MCC Kindergarten shows a proactive, adaptive, and sustainable approach in dealing with the complexity of inclusive education. This implementation strategy not only helps overcome immediate challenges but also builds long-term capacity to deal with the diversity of characteristics of children with special needs. This strategy model can be adapted by other inclusive education institutions to improve the effectiveness of mentoring children with special needs and the welfare of educators.