Electronic Theses and Dissertation

Penelitian ini dilatarbelakangi oleh masih rendahnya implementasi prinsip inklusif dalam pembelajaran Seni Budaya di Sekolah Dasar, khususnya di SD Negeri 25
Kota Banda Aceh yang menerapkan model inklusi penuh. Penelitian ini bertujuan
untuk mendeskripsikan strategi pembelajaran Seni Budaya yang diterapkan guru serta kesesuaiannya dengan prinsip Universal Design for Learning (UDL). Kajian pustaka penelitian ini merujuk pada teori pendidikan inklusif (UNESCO, 2005), model sekolah inklusif (Darma & Rusyid, 2013), adaptasi kurikulum (Kemendikbud, 2022), dan prinsip UDL (2011) yang menekankan multiple means of representation, action and expression, serta engagement. Penelitian menggunakan pendekatan kualitatif dengan metode deskriptif melalui observasi, wawancara, dan dokumentasi terhadap guru, shadow teacher, dan peserta didik berkebutuhan khusus (PDBK). Hasil penelitian menunjukkan bahwa guru menggunakan strategi pembelajaran konvensional berupa: ceramah, tanya jawab, demonstrasi sederhana, serta pemberian tugas menggambar seragam. Strategi tersebut belum dirancang berbasis diferensiasi dan masih mengikuti model kurikulum duplikasi. Analisis menunjukkan bahwa penerapan prinsip UDL baru tampak pada aspek representasi terbatas seperti penggunaan contoh visual nyata dan fleksibilitas waktu. Namun prinsip multiple means of action and expression serta multiple means of engagement belum terpenuhi karena tidak tersedia variasi media, tidak ada pilihan bentuk ekspresi alternatif, dan belum ada strategi yang mengakomodasi perbedaan kemampuan PDBK. Kesimpulannya, strategi pembelajaran guru belum sepenuhnya sesuai dengan prinsip UDL dan belum optimal dalam mendukung keberagaman kebutuhan peserta didik. Diperlukan pengembangan kompetensi guru dalam perencanaan dan pelaksanaan pembelajaran berbasis UDL agar pembelajaran Seni Budaya di kelas inklusif lebih aksesibel dan adaptif.


Kata kunci: pembelajaran seni budaya, inklusif, Universal Design for Learning,
PDBK, strategi pembelajaran.

This research is motivated by the low implementation of inclusive principles in Arts and Culture learning in elementary schools, particularly at SD Negeri 25 Banda Aceh City, which implements a full inclusion model. This study aims to describe the Arts and Culture learning strategies implemented by teachers and their compliance with the Universal Design for Learning (UDL) principles. The literature review for this research refers to the theory of inclusive education (UNESCO, 2005), the inclusive school model (Darma & Rusyid, 2013), curriculum adaptation (Kemendikbud, 2022), and the UDL principles (2011) which emphasize multiple means of representation, action and expression, and engagement. The study used a qualitative approach with descriptive methods through observation, interviews, and documentation of teachers, shadow teachers, and students with special needs (PDBK). The results showed that teachers used conventional learning strategies in the form of: lectures, questions and answers, simple demonstrations, and giving uniform drawing assignments. These strategies were not designed based on differentiation and still followed a duplication curriculum model. The analysis showed that the application of UDL principles was only apparent in aspects of limited representation such as the use of real visual examples and time flexibility. However, the principles of multiple means of action and expression, as well as multiple means of engagement, have not been met due to the lack of media variations, the lack of alternative forms of expression, and the lack of strategies that accommodate the differences in PDBK abilities. In conclusion, teacher learning strategies are not fully aligned with the principles of UDL and are not optimal in supporting the diverse needs of students. Teacher competency development is needed in planning and implementing UDL- based learning to make Arts and Culture learning in inclusive classrooms more accessible and adaptive. Keywords: arts and culture learning, inclusive, Universal Design for Learning, PDBK, learning strategies.