Teachers’ Challenges and Strategies in Assessing English Learning in Inclusive Montessori Classrooms: A Case Study
DOI:
https://doi.org/10.61104/alz.v4i3.6896Keywords:
Pendidikan Inklusif, Asesmen Inklusif, Pendidikan Montessori, Pembelajaran Bahasa Inggris, Studi Kasus, Analisis TematikAbstract
Penelitian ini bertujuan untuk mengkaji tantangan dan strategi yang dihadapi guru saat melakukan penilaian pembelajaran bahasa Inggris di kelas inklusif berbasis Montessori. Penelitian ini menggunakan pendekatan kualitatif interpretatif dengan desain studi kasus yang dilaksanakan di Sekolah Dasar Montessori di Bali. Peserta penelitian terdiri dari dua guru yang memiliki pengalaman langsung mengajar di kelas inklusif. Data dikumpulkan melalui wawancara semi-terstruktur dan dianalisis menggunakan analisis tematik. Hasil penelitian mengungkap tiga tema utama. Pertama, guru menghadapi tantangan profesional dan operasional, termasuk keterbatasan pelatihan formal dalam pendidikan inklusif, kesulitan dalam mengelola kebutuhan siswa yang beragam, serta kendala manajemen waktu. Kedua, penerapan sistem penilaian naratif menekankan evaluasi berbasis pengamatan tanpa menggunakan nilai numerik, dengan fokus pada proses belajar setiap siswa. Ketiga, guru menerapkan strategi adaptif, seperti pengajaran bilingual, menyesuaikan tingkat pembelajaran, dan memberikan stimulasi melalui pengulangan serta kegiatan praktis untuk mendukung perkembangan bahasa siswa. Penelitian ini menekankan pentingnya praktik penilaian yang fleksibel dan berpusat pada siswa di kelas inklusif. Temuan ini juga memberikan implikasi praktik bagi guru dalam merancang pendekatan penilaian yang lebih adaptif dan inklusif untuk mengakomodasi kebutuhan siswa yang beragam.
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