Mengembangkan Self-Efficacy Guru Pendidikan Agama Islam dalam Mengintegrasikan Teknologi Asistif kepada Siswa Berkebutuhan Khusus
Abstract
Keterampilan mengoperasikan teknologi asistif mampu mengkompensasi keterbatasan fungsional yang dialami siswa berkebutuhan khusus. Sayangnya guru pendidikan agama Islam yang notabene bukan lulusan pendidikan khusus minim kemampuan untuk memanfaatkannya pada kegiatan pembelajaran. Penelitian ini lalu menjelaskan self-efficacy guru pendidikan agama Islam di Sekolah Luar Biasa Negeri Ungaran dan Sekolah Luar Biasa Negeri Salatiga dalam mengimplementasikan teknologi asistif kepada siswa berkebutuhan khusus. Untuk menguraikan masalah yang terjadi penelitian meminjam teori kognitif sosial dari Albert Bandura, serta menganalisisnya menggunakan metode kualitatif. Masalah dikaji secara analitis dengan menggunakan pendekatan studi kasus, di mana data dikumpulkan melalui wawancara, dokumentasi, dan observasi. Untuk memastikan keabsahan data yang diperoleh penelitian memakai uji validitas dan uji reliabilitas. Penelitian menemukan bahwa guru memiliki tingkat self-efficacy yang berbeda. Tinggi rendahnya self-efficacy guru dipengaruhi tingkat jenjang kelas yang diajar, pengalaman kerja, dan tugas pekerjaan yang diemban. Sekolah mengembangkan self-efficacy guru dengan melibatkannya melalui aktivitas pelatihan, mengevaluasi dan mengulangi praktik pembelajaran, serta memotivasi dan menghadirkan lingkungan kerja yang kondusif. Penelitian berargumen pentingnya meningkatkan aksesibilitas pembelajaran bersama siswa berkebutuhan khusus yaitu dengan mengintegrasikan teknologi asistif ke dalam pembelajaran. Ini berimplikasi bagi guru supaya bersikap lebih optimis dalam mengingkatakn partisipasi siswa berkebutuhan khusus di kelas.
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DOI: https://doi.org/10.59698/afeksi.v5i4.304
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