Inovasi Pedagogis Guru dalam Membaca Pemahaman Siswa Down Syndrome (Tunagrahita) di SLB Negeri 1 Kota Bima

Abstrak

This study aims to examine innovative and transformative teacher strategies in improving the understanding of students with Down syndrome (intellectual disability) at State Special School (SLB) Negeri 1 Kota Bima. This research is motivated by the need for adaptive and inclusive learning approaches that address the cognitive and learning limitations of students with special needs, while also strengthening transformative practices in special education. A qualitative descriptive approach was employed, with informants selected through purposive sampling. Data were collected through classroom observations, in-depth interviews, and documentation, and analyzed using data reduction, data presentation, and data verification techniques. The validity of the data was ensured through source, technique, and time triangulation. The findings indicate that teachers primarily apply innovative strategies through the use of concrete and visual learning media, such as pictures, letter cards, and real objects from students’ daily environments, supported by repetitive instruction, individualized guidance, and positive reinforcement. These strategies reflect a transformation in teaching practices from conventional methods to adaptive, student-centered learning that enhances students’ comprehension according to their cognitive abilities. However, this study is limited by the small number of informants and its focus on a single special education institution, as well as constraints related to learning media availability and variations in students’ cognitive capacities, which may affect the broader applicability of the findings.