Year: 2025 | Month: June | Volume: 12 | Issue: 6 | Pages: 62-72
DOI: https://doi.org/10.52403/ijrr.20250607
Analysis of Social Studies Teachers' Readiness in Implementing Inclusive Education at Junior High School 30 Semarang
Dwi Lestari1, Ferani Mulianingsih2
1,2Social Science Education Department, Faculty of Social and Political Science Universitas Negeri Semarang, Indonesia.
Corresponding Author: Dwi Lestari
ABSTRACT
This research aims to (1) Analyze the readiness of social studies teachers in terms of knowledge, skills, and attitudes in facing inclusive education at SMPN 30 Semarang, (2) Understand the internal and external factors that influence the readiness of social studies teachers in implementing inclusive education, (3) Identify the strategies of social studies teachers in addressing the differences in abilities between regular students and students with special needs in inclusive classes. The research was conducted using qualitative methods with a case study approach. Data were obtained through structured interviews, observations, and documentation. The research results indicate that the Social Studies teachers at SMP Negeri 30 Semarang are not yet fully prepared to implement inclusive education, both in terms of knowledge, skills, and attitudes. The research shows that social studies teachers have a basic understanding of inclusive education, but do not yet have a deep understanding of the challenges faced in implementing inclusive learning. This is due to internal factors such as experience teaching special needs students, as well as external factors like school support and facilities, which also affect teachers' readiness. This research is expected to provide input in improving the quality of teacher training and the development of more optimal inclusive education policies.
Keywords: Readiness; Inclusive Learning; Children with Special Needs (CSN)
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