PENGALAMAN GURU DALAM MENGIDENTIFIKASI DAN MENANGANI GANGGUAN JUGA PENYIMPANGAN PERKEMBANGAN SISWA SEKOLAH DASAR: STUDI FENOMENOLOGI
Main Article Content
Abstract
This study aims to explore teachers' experiences in identifying and addressing developmental disorders and deviations in elementary school students at SDN Kencong 01. The study used a qualitative approach with a phenomenological design to understand the meaning of teachers' pedagogical experiences in the context of everyday learning. Data were collected through in-depth interviews with fifth-grade teachers, observations of the learning process, and analysis of supporting documents. Data were then analyzed using data reduction, thematic coding, and extracting essential meanings. Data validity was ensured through triangulation of sources and techniques. The results showed that teachers play a role as early detectors of developmental disorders and deviations in students through contextual observations of their learning behavior, social interactions, and emotional regulation. The identification process is more intuitive and based on pedagogical experience than formal assessment. In handling, teachers apply a responsive pedagogical approach through adjustments to learning strategies, individual attention, and emotional approaches. However, the effectiveness of these efforts is limited by specific competencies, minimal institutional support, and the absence of supporting professionals in regular public elementary schools. This study concludes that teachers' experiences are an important source of contextual pedagogical knowledge, but require strengthening through school support systems, ongoing training, and structured collaboration with parents. These findings contribute to the development of more inclusive and equitable basic education practices.
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This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
References
Alali, S. M., Al Kaied, Z. S., Alyamani, A. H., & Awwad, F. A. (2020). In-service teachers’ knowledge of common features associated with disorders and developmental disabilities. Social Sciences and Humanities Open, 2(1), 100046. https://doi.org/10.1016/j.ssaho.2020.100046
Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage publications.
Graham, M. S., Sudre, C. H., May, A., Antonelli, M., & ... (2021). Changes in symptomatology, reinfection, and transmissibility associated with the SARS-CoV-2 variant B. 1.1. 7: an ecological study. The Lancet Public …. https://www.thelancet.com/journals/lanpub/article/PIIS2468-2667(21)00055-4/fulltext
Hafiansyah, M. B., & Rasyidina, Y. G. (2024). Identifikasi Anak Berkebutuhan Khusus dan Cara Penanganan Guru kepada Anak Berkebutuhan Khusus serta Kebijakan Kepala Sekolah. Jurnal Pendidikan Guru Sekolah Dasar, 2(1), 16. https://doi.org/10.47134/pgsd.v2i1.1142
Irfan, M. A., & Usman, F. (2023). Character education management with whole school development approach. Journal of Social Science and Economics. http://jurnal.istaz.ac.id/index.php/josse/article/view/853
Isik, O. (2025). Qualitative Research Approaches and Data Collection Methods: Understanding Meaning and Experience. Journal of Humanities and Education Development. https://www.academia.edu/download/125380321/Article_11_qualitative_research_approaches.pdf
Izzaturradhiyah, I., Verolyna, D., & Yansah, S. (2024). Pengalaman Komunikasi Interpersonal Guru Pada Siswa Berkebutuhan Khusus Di SD (Inklusi) Muhammadiyah 1 Curup Tengah. e-theses.iaincurup.ac.id. http://e-theses.iaincurup.ac.id/6815/
Machrus, M. A. (2020). Strategi guru dalam meningkatkan interaksi sosial ABK di SD inklusi (studi kasus di SD anak saleh Malang). 125–155. http://etheses.uin-malang.ac.id/16024/
Ningrum, S. P., Guru, P., Dasar, S., & Dharma, U. S. (2023). JURNAL PENDIDIKAN INKLUSI Citra Bakti ANALISA KENDALA GURU DALAM MENGHADAPI ANAK BERKEBUTUHAN KHUSUS ATTENTION DEFICIT HYPERACTIVITY. 1(2), 159–166. https://jurnalilmiahcitrabakti.ac.id/jil/index.php/jpicb/index
Nurhasanah, N. (2023). Regulasi emosi pada guru anak berkebutuhan khusus (studi fenomenologi sekolah luar biasa x). DA’WA: Jurnal Bimbingan Penyuluhan & …. https://scholar.archive.org/work/3hysqnfttrbsxcctfwzfdfpsce/access/wayback/https://ejournal.iaimu.ac.id/index.php/dawa/article/download/199/201
Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy in Mental Health and Mental Health Services Research, 42(5), 533–544.
Ramadhan, M. R., & Rahmandai, A. (2021). Pengalaman menjadi guru laki-laki anak berkebutuhan khusus di sekolah inklusif. Jurnal Empati. https://ejournal3.undip.ac.id/index.php/empati/article/view/30034
Shufutinsky, A. (2020). Employing use of self for transparency, rigor, trustworthiness, and credibility in qualitative organizational research methods. Organization Development Review. https://www.academia.edu/download/93118095/UoS_in_Research_Final_PublishedODR_V52_No1_Shufutinsky.pdf
Teoretis, T., & Empiris, D. A. N. (2025). DIMENSI KOGNITIF DAN SOSIAL EMOSIONAL DALAM PSIKOLOGI PERKEMBANGAN ANAK ( USIA 0-7 TAHUN ): DIMENSI KOGNITIF DAN SOSIAL EMOSIONAL DALAM PSIKOLOGI PERKEMBANGAN ANAK ( USIA 0-7 TAHUN ): 3(6).
Todingallo, K., L. Patintingan, M., & Setiawan Salo, E. (2025). Analisis Strategi Guru dalam Menghadapi Siswa Hiperaktif Kelas V di SDN 3 Tallunglipu. Jurnal Sosial Dan Sains, 5(3), 690–698. https://doi.org/10.59188/jurnalsosains.v5i3.32085
Ujud, S., Nur, T. D., Yusuf, Y., Saibi, N., & Ramli, M. R. (2023). Penerapan Model Pembelajaran Discovery Learning Untuk Meningkatkan Hasil Belajar Siswa Sma Negeri 10 Kota Ternate Kelas X Pada Materi Pencemaran Lingkungan. Jurnal Bioedukasi, 6(2), 337–347. https://doi.org/10.33387/bioedu.v6i2.7305
Wardani, R. S. (2021). Studi Fenomenologi : Problematika Guru Dan Wali Murid Saat Pembelajaran Daring Selama Pandemi Covid-19 Di Sekolah Dasar. Jpgsd, 9(2), 1634–1646.
Widiyastuti, N. Y., & Nurmahmudah, F. (2023). The role of teachers in detecting and helping to handle psychosocial disorders in elementary school age students. Journal on Education, 05(03), 8883–8897.
Main Article Content
Abstract
This study aims to explore teachers' experiences in identifying and addressing developmental disorders and deviations in elementary school students at SDN Kencong 01. The study used a qualitative approach with a phenomenological design to understand the meaning of teachers' pedagogical experiences in the context of everyday learning. Data were collected through in-depth interviews with fifth-grade teachers, observations of the learning process, and analysis of supporting documents. Data were then analyzed using data reduction, thematic coding, and extracting essential meanings. Data validity was ensured through triangulation of sources and techniques. The results showed that teachers play a role as early detectors of developmental disorders and deviations in students through contextual observations of their learning behavior, social interactions, and emotional regulation. The identification process is more intuitive and based on pedagogical experience than formal assessment. In handling, teachers apply a responsive pedagogical approach through adjustments to learning strategies, individual attention, and emotional approaches. However, the effectiveness of these efforts is limited by specific competencies, minimal institutional support, and the absence of supporting professionals in regular public elementary schools. This study concludes that teachers' experiences are an important source of contextual pedagogical knowledge, but require strengthening through school support systems, ongoing training, and structured collaboration with parents. These findings contribute to the development of more inclusive and equitable basic education practices.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
References
Alali, S. M., Al Kaied, Z. S., Alyamani, A. H., & Awwad, F. A. (2020). In-service teachers’ knowledge of common features associated with disorders and developmental disabilities. Social Sciences and Humanities Open, 2(1), 100046. https://doi.org/10.1016/j.ssaho.2020.100046
Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage publications.
Graham, M. S., Sudre, C. H., May, A., Antonelli, M., & ... (2021). Changes in symptomatology, reinfection, and transmissibility associated with the SARS-CoV-2 variant B. 1.1. 7: an ecological study. The Lancet Public …. https://www.thelancet.com/journals/lanpub/article/PIIS2468-2667(21)00055-4/fulltext
Hafiansyah, M. B., & Rasyidina, Y. G. (2024). Identifikasi Anak Berkebutuhan Khusus dan Cara Penanganan Guru kepada Anak Berkebutuhan Khusus serta Kebijakan Kepala Sekolah. Jurnal Pendidikan Guru Sekolah Dasar, 2(1), 16. https://doi.org/10.47134/pgsd.v2i1.1142
Irfan, M. A., & Usman, F. (2023). Character education management with whole school development approach. Journal of Social Science and Economics. http://jurnal.istaz.ac.id/index.php/josse/article/view/853
Isik, O. (2025). Qualitative Research Approaches and Data Collection Methods: Understanding Meaning and Experience. Journal of Humanities and Education Development. https://www.academia.edu/download/125380321/Article_11_qualitative_research_approaches.pdf
Izzaturradhiyah, I., Verolyna, D., & Yansah, S. (2024). Pengalaman Komunikasi Interpersonal Guru Pada Siswa Berkebutuhan Khusus Di SD (Inklusi) Muhammadiyah 1 Curup Tengah. e-theses.iaincurup.ac.id. http://e-theses.iaincurup.ac.id/6815/
Machrus, M. A. (2020). Strategi guru dalam meningkatkan interaksi sosial ABK di SD inklusi (studi kasus di SD anak saleh Malang). 125–155. http://etheses.uin-malang.ac.id/16024/
Ningrum, S. P., Guru, P., Dasar, S., & Dharma, U. S. (2023). JURNAL PENDIDIKAN INKLUSI Citra Bakti ANALISA KENDALA GURU DALAM MENGHADAPI ANAK BERKEBUTUHAN KHUSUS ATTENTION DEFICIT HYPERACTIVITY. 1(2), 159–166. https://jurnalilmiahcitrabakti.ac.id/jil/index.php/jpicb/index
Nurhasanah, N. (2023). Regulasi emosi pada guru anak berkebutuhan khusus (studi fenomenologi sekolah luar biasa x). DA’WA: Jurnal Bimbingan Penyuluhan & …. https://scholar.archive.org/work/3hysqnfttrbsxcctfwzfdfpsce/access/wayback/https://ejournal.iaimu.ac.id/index.php/dawa/article/download/199/201
Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy in Mental Health and Mental Health Services Research, 42(5), 533–544.
Ramadhan, M. R., & Rahmandai, A. (2021). Pengalaman menjadi guru laki-laki anak berkebutuhan khusus di sekolah inklusif. Jurnal Empati. https://ejournal3.undip.ac.id/index.php/empati/article/view/30034
Shufutinsky, A. (2020). Employing use of self for transparency, rigor, trustworthiness, and credibility in qualitative organizational research methods. Organization Development Review. https://www.academia.edu/download/93118095/UoS_in_Research_Final_PublishedODR_V52_No1_Shufutinsky.pdf
Teoretis, T., & Empiris, D. A. N. (2025). DIMENSI KOGNITIF DAN SOSIAL EMOSIONAL DALAM PSIKOLOGI PERKEMBANGAN ANAK ( USIA 0-7 TAHUN ): DIMENSI KOGNITIF DAN SOSIAL EMOSIONAL DALAM PSIKOLOGI PERKEMBANGAN ANAK ( USIA 0-7 TAHUN ): 3(6).
Todingallo, K., L. Patintingan, M., & Setiawan Salo, E. (2025). Analisis Strategi Guru dalam Menghadapi Siswa Hiperaktif Kelas V di SDN 3 Tallunglipu. Jurnal Sosial Dan Sains, 5(3), 690–698. https://doi.org/10.59188/jurnalsosains.v5i3.32085
Ujud, S., Nur, T. D., Yusuf, Y., Saibi, N., & Ramli, M. R. (2023). Penerapan Model Pembelajaran Discovery Learning Untuk Meningkatkan Hasil Belajar Siswa Sma Negeri 10 Kota Ternate Kelas X Pada Materi Pencemaran Lingkungan. Jurnal Bioedukasi, 6(2), 337–347. https://doi.org/10.33387/bioedu.v6i2.7305
Wardani, R. S. (2021). Studi Fenomenologi : Problematika Guru Dan Wali Murid Saat Pembelajaran Daring Selama Pandemi Covid-19 Di Sekolah Dasar. Jpgsd, 9(2), 1634–1646.
Widiyastuti, N. Y., & Nurmahmudah, F. (2023). The role of teachers in detecting and helping to handle psychosocial disorders in elementary school age students. Journal on Education, 05(03), 8883–8897.