Analisis Faktor Pendukung, Penghambat dan Strategi Penguatan Pembelajaran dalam Implementasi Pendidikan Olahraga Adaptif Sekolah Inklusif
DOI:
https://doi.org/10.24256/tunascendekia.v9i2.12358Keywords:
sekolah inklusif, pendidikan olahraga adaptif, faktor pendukung dan penghambatAbstract
Penelitian ini bertujuan untuk (1) Mendeskripsikan Strategi guru dalam Penguatan Pembelajaran dalam Implementasi Pendidikan Olahraga Adaptif Sekolah Inklusif. (2) Mengetahui faktor pendukung dalam Penguatan Pembelajaran dalam Implementasi Pendidikan Olahraga Adaptif Sekolah Inklusif. (3) Mengetahui faktor penghambat dalam Penguatan Pembelajaran dalam Implementasi Pendidikan Olahraga Adaptif Sekolah Inklusif di SD Negeri 001 Kombeng. Jenis penelitian ini adalah penelitian kualitatif jenis studi kasus. Penelitian ini berlokasi di SD Negeri 001 Kombeng dilaksanakan pada bulan Februari-Mei 2026. Penelitian ini menggunkan teknik observasi, wawancara guru dan dokumentasi. Instrumen penelitian ini adalah observasi dan wawancara. Uji Keabsahan menggunakan triangulasi sumber, teknik dan waktu, dan bahan referensi. Teknik analisis menggunakan pengumpulan data, reduksi data, penyajian data dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa (1) Strategi penguatan pembelajaran PJOK adaptif menerapkan rekonstruksi Tri-Modifikasi Instruksional, pendekatan sosio-emosional, dan sistem dukungan kolaboratif. Strategi ini berhasil menggeser paradigma PJOK konvensional menuju pemenuhan hak bergerak (right to move) yang mengutamakan keselamatan (safety), kenyamanan (comfortability), dan kegembiraan (joyfulness) siswa. (2) Faktor pendukung meliputi komitmen manajerial sekolah, tingginya akseptabilitas serta empati lingkungan sebaya melalui peer tutoring, dan keterbukaan data medis dari orang tua yang kooperatif untuk manajemen risiko. (3) Faktor penghambat mencakup kesenjangan sarana olahraga khusus ABK sehingga guru melakukan modifikasi seadanya, minimnya pelatihan formal guru PJOK, tingginya rasio kepadatan kelas, tidak menentunya kehadiran GPK yang memecah fokus instruksional, serta ketidakstabilan psiko-fisik internal siswa ABK (mood fluktuatif dan tantrum).
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