Optimalisasi Pendampingan Shadow Teacher dalam Proses Adaptasi Siswa ADHD di Sekolah Inklusi
DOI:
https://doi.org/10.61132/morfologi.v3i4.1838Keywords:
ADHD, Inclusive Education, Shadow Teacher, Special Education, Student AdaptationAbstract
Inclusive education seeks to ensure equal learning opportunities for all students, including those with special needs such as Attention Deficit Hyperactivity Disorder (ADHD). Students with ADHD often struggle with concentration, self-regulation, and social interaction, which can hinder their ability to thrive in mainstream classroom settings. As a result, the role of a shadow teacher as a personal aide becomes crucial. This article explores effective strategies to support students with ADHD through the involvement of shadow teachers in an inclusive educational environment, with a specific focus on SD Muhammadiyah Manyar Gresik. Using a qualitative descriptive approach, the study highlights various forms of support—academic assistance, behavioral intervention, and socio-emotional guidance—while emphasizing the importance of collaboration among shadow teachers, classroom educators, and parents. Data were gathered through interviews, observations, and document analysis. The results suggest that skilled and well-supported shadow teachers play a significant role in helping students with ADHD adjust to and succeed in inclusive learning setting.
Downloads
References
Akmal, M., Sari, R., & Fitriani, D. (2024). Strategi shadow teacher pada peserta didik inklusi dalam pembelajaran IPS di Sekolah Alam Depok. Jurnal Pendidikan Khusus dan Inklusi, 6(1), 45–60. Retrieved from https://www.researchgate.net/publication/383165392_Strategi_Shadow_Teacher_Pada_Peserta_Didik_Inklusi_dalam_Pembelajaran_IPS_di_Sekolah_Alam_Depok
American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders (DSM-5-TR®). American Psychiatric Publishing. https://doi.org/10.1176/appi.books.9780890425787
Arum, S. K., Widyastono, H., & Sunardi. (2020). Pendidikan inklusi sebagai solusi pendidikan utama semua (Penerapan pendidikan inklusi di SD N Bromantakan 56 Surakarta). BEST Journal (Biology Education, Science and Technology), 3(1), 120–126. https://doi.org/10.30737/best.v3i1.1234
Direktorat Jenderal Pendidikan Vokasi Kemendikbudristek. (2025). Panduan pelaksanaan pendidikan inklusif. Kemdikbudristek. Retrieved from https://kurikulum.kemdikbud.go.id/wp-content/uploads/2022/08/Panduan-Pelaksanaan-Pendidikan-Inklusif.pdf
Kementerian Pendidikan dan Kebudayaan Republik Indonesia. (2009). Permendikbud Nomor 70 Tahun 2009 tentang Pendidikan Inklusif. Kemdikbud.
Khasanah, F., Widodo, A., & Prasetyo, D. (2025). Peran shadow teacher dalam meningkatkan motivasi belajar anak berkebutuhan khusus di Sekolah Alam. Jurnal Pendidikan Khusus, 7(2), 112–124. Retrieved from https://ulilalbabinstitute.id/index.php/PESHUM/article/view/7174
Nasir, A., Winarni, I., & Lestari, R. (2023). Peran shadow teacher dalam membantu adaptasi akademik anak berkebutuhan khusus di sekolah dasar. Jurnal Ilmiah Pendidikan Khusus Indonesia, 7(2), 110–120.
Nurhayati, & Kusnadi. (2020). Peran guru pendamping dalam mengatasi permasalahan pembelajaran anak berkebutuhan khusus di sekolah inklusi. Jurnal Riset Pendidikan Khusus, 45–55. https://repository.upi.edu/133126/1/S_PAUD_2102559_Title.pdf
Peraturan Menteri Pendidikan Nasional Republik Indonesia Nomer 70 Tahun 2009.
Riswana, R., Safitri, D., & Sujarwo. (2024). Strategi shadow teacher pada peserta didik inklusi dalam pembelajaran IPS di Sekolah Alam Depok. Jurnal Dunia Pendidikan, 5(1), 180–190. https://www.researchgate.net/publication/383165392
Setiawan, R., & Marlina, L. (2021). Strategi guru dalam mengatasi anak berkebutuhan khusus (ABK) ADHD dalam pembelajaran di sekolah inklusif. Jurnal Pendidikan Khusus, 17(1), 33–42. https://doi.org/10.24036/00301jpki.v17i1.1138
Sholihah, N., & Istikomah, I. (2025). Peran shadow teacher dalam mendampingi anak inklusi dengan ADHD. Jurnal Ilmiah Pendidikan, 9(1), 55–67. Retrieved from https://www.jiip.stkipyapisdompu.ac.id/jiip/index.php/JIIP/article/download/7291/5276
Siregar, H. (2021). Kolaborasi orang tua, guru, dan shadow teacher dalam pendidikan inklusif. Jurnal Pendidikan Khusus dan Inklusi, 5(1), 90–98.
Suparno. (2021). Pendidikan inklusi: Pendekatan humanistik dalam dunia pendidikan. Jurnal Perspektif Ilmu Pendidikan, 3(2), 75–84. https://doi.org/10.21009/jpip.032.07
UNESCO. (2009). Policy guidelines on inclusion in education. UNESCO.
Wahyuni, S. D. (2022). Strategi pendampingan anak ADHD dalam pembelajaran inklusif. Jurnal Pendidikan dan Pembelajaran Anak Berkebutuhan Khusus, 4(1), 45–53.
World Bank. (2021). Embracing diversity and inclusion in Indonesian schools: Challenges and policy options for the future of inclusive education. https://documents1.worldbank.org/curated/en/535361634052935364/pdf/Embracing-Diversity-and-Inclusion-in-Indonesian-Schools-Challenges-and-Policy-Options-for-the-Future-of-Inclusive-Education.pdf
Yani, S., Nugroho, H., & Kartika, R. (2025). Kolaborasi guru, orang tua, dan shadow teacher dalam pendidikan inklusif siswa ADHD. Jurnal Pendidikan dan Konseling, 8(1), 30–42. Retrieved from https://journal.unpas.ac.id/index.php/pendas/article/view/22040
Yudhani, A. S., Fauziati, E., & Minsih. (2024). Exploration of shadow teacher and core teacher collaboration in the learning process at inclusive elementary schools in Surakarta. BIS-HSS 2024 Conference Proceedings, 6, 125–135. https://unimma.press/conference/index.php/bised/article/download/156/139
Yusuf, M., Sari, E. K., Supratiwi, M., & Anggrellanggi, A. (2018). Performance of shadow teachers in inclusive schools in Indonesia viewed from working understanding, appreciation of work and career guidance. International Journal of Education Economics and Development, 9(4), 411–419. https://doi.org/10.1504/IJEED.2018.096039
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Morfologi : Jurnal Ilmu Pendidikan, Bahasa, Sastra dan Budaya
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
