Pengaruh Multisensori terhadap Hasil Belajar dan Keterlibatan Siswa dalam Pembelajaran Inklusif
DOI:
https://doi.org/10.63866/pendiri.v2i2.90Keywords:
Inklusif, Multisensori, Kebutuhan Khusus, Hasil Belajar, Keterlibatan SiswaAbstract
Pembelajaran inklusif menghadirkan tantangan tersendiri dalam menjawab keragaman kebutuhan belajar siswa, khususnya mereka yang memiliki hambatan dalam proses belajar. Salah satu pendekatan yang diyakini efektif untuk mengatasi kesenjangan tersebut adalah pendekatan multisensori, yang mengintegrasikan elemen visual, auditori, dan kinestetik dalam kegiatan pembelajaran. Penelitian ini bertujuan untuk mengevaluasi efektivitas pendekatan multisensori dalam meningkatkan hasil belajar dan keterlibatan siswa pada kelas inklusif. Metode yang digunakan adalah kuasi-eksperimen dengan desain pretest-posttest kelompok kontrol, melibatkan 60 siswa sekolah dasar inklusif, termasuk siswa dengan kebutuhan khusus. Instrumen penelitian berupa tes hasil belajar, lembar observasi keterlibatan siswa, dan angket persepsi. Analisis data dilakukan melalui uji-t, ANOVA, korelasi Pearson, dan analisis tematik. Hasil penelitian menunjukkan bahwa siswa yang mengikuti pembelajaran multisensori memperoleh hasil belajar yang lebih tinggi secara signifikan dibanding kelompok kontrol (p < 0,01). Pendekatan ini juga menunjukkan dampak positif yang lebih kuat pada siswa dengan disleksia dan ADHD ringan. Korelasi positif antara keterlibatan dan hasil belajar (r = 0,68) mengindikasikan pentingnya partisipasi aktif dalam pembelajaran. Temuan tematik juga menunjukkan peningkatan rasa percaya diri dan kenyamanan belajar. Penelitian ini menyimpulkan bahwa pendekatan multisensori efektif dalam menjembatani kesenjangan belajar di kelas inklusif dan memberikan kontribusi penting terhadap praktik pendidikan yang berkeadilan.
Downloads
References
[1] M. A. G. Rodríguez, I. M. S. Altieri, M. A. C. S. Montoya, I. J. V. Aragón, and R. G. M. Domínguez, “INCLUSIVE EDUCATION A SCHOOL FOR DIVERSITY,” Sci. J. Appl. Soc. Clin. Sci., vol. 4, no. 24, pp. 1–6, Nov. 2024, doi: 10.22533/at.ed.2164242426112.
[2] J. Oranga, E. W. Njurai, B. Gisore, and G. N. Areba, “Inclusive Education,” 2024, pp. 101–119. doi: 10.4018/979-8-3693-1614-6.ch006.
[3] D. Mustika, A. Y. Irsanti, E. Setiyawati, F. Yunita, N. Fitri, and P. Zulkarnaini, “Pendidikan Inklusi: Mengubah Masa Depan Bagi Semua Anak,” Student Sci. Creat. J., vol. 1, no. 4, pp. 41–50, 2023.
[4] W. Qian and Y. Rong, “A Review Study of Inclusive Education,” Lect. Notes Educ. Psychol. Public Media, vol. 16, no. 1, pp. 188–193, Oct. 2023, doi: 10.54254/2753-7048/16/20231143.
[5] N. Joaquina de Borba, V. Adriana Santin Ferreira, T. Palhares dos Santos, and S. Carvalho, “INCLUSIVE EDUCATION,” Rev. Gênero e Interdiscip., vol. 5, no. 03, pp. 182–191, Jun. 2024, doi: 10.51249/gei.v5i03.2073.
[6] R. M. Johnson and J. E. Finch, “Academic Achievement and Engagement During the Transition to Middle Childhood: Comparisons by Learning Disability Status,” Aug. 2024. doi: 10.31234/osf.io/u2q85.
[7] Reyaz Ahmad Bhat, “INCLUSIVE EDUCATION: STRATEGIES FOR ENHANCING PARTICIPATION AND ACHIEVEMENT OF STUDENTS WITH SPECIAL NEEDS,” Int. J. Econ. Business, Accounting, Agric. Manag. Sharia Adm., vol. 3, no. 5, pp. 1625–1630, Aug. 2023, doi: 10.54443/ijebas.v3i5.1141.
[8] Ediyanto, Zulkipli, A. Sunandar, and Subanji, “Mathematics learning for students with special needs,” Pegem J. Educ. Instr., vol. 13, no. 4, Aug. 2023, doi: 10.47750/pegegog.13.04.11.
[9] P. K. Damyanov, “Effective Pedagogical Strategies and Support Mechanisms for Enhancing the Learning Outcomes of Students with Special Educational Needs: A Systematic Approach,” Int. J. Sci. Res. Manag., vol. 12, no. 10, pp. 3700–3718, Oct. 2024, doi: 10.18535/ijsrm/v12i10.el03.
[10] Nurjanah, I. C. Kansil, I. Masturoh, and D. Hanwar, “Multisensory Learning: Improving Conceptual Understanding Through an Intuitive Sensory Approach,” J. Pedagog., vol. 1, no. 6, pp. 56–64, Dec. 2024, doi: 10.62872/7ygyx095.
[11] F. T. Yoliando, “Multi-sensory Approach in Designing Augmented Learning Kit for Children with Dyslexia,” Ultim. J. Komun. Vis., vol. 15, no. 2, pp. 151–159, Dec. 2022, doi: 10.31937/ultimart.v15i2.2840.
[12] A. G. S and B. G, “Enhancing Vocabulary Instruction for Children With Speech and Hearing Impairments: The Role of Multiple Sensory Modalities,” Theory Pract. Lang. Stud., vol. 13, no. 10, pp. 2429–2438, Oct. 2023, doi: 10.17507/tpls.1310.01.
[13] R. Welewatta et al., “SEMA: utilizing multi-sensory cues to enhance the art experience of visually impaired students,” Front. Comput. Sci., vol. 6, Nov. 2024, doi: 10.3389/fcomp.2024.1450799.
[14] Z. Georgieva, “Multisensory Approach in Education,” Педагогически форум, vol. 12, no. 1, pp. 62–67, 2024, doi: 10.15547/PF.2024.005.
[15] N. T, “STRATEGIES OF SENSORY EDUCATION AS THE BASIS OF THE PEDAGOGICAL DESIGN OF THE EDUCATOR OF THE INCLUSIVE GROUP,” Sci. Bull. Melitopol State Pedagog., vol. 1, no. 30, pp. 28–33, Nov. 2023, doi: 10.33842/22195203-2023-30-28-33.
[16] V. Ashokan, “Empowering Diversity: Innovative Practices and Strategies in Inclusive Education,” Shanlax Int. J. Arts, Sci. Humanit., vol. 11, no. S1i2-Nov, pp. 129–134, Nov. 2023, doi: 10.34293/sijash.v11iS1i2-Nov.7332.
[17] H. Sudarso, H. Basri, N. Rohmatillah, S. S. Pettalongi, and R. Darmawan, “Empowering Learners: Strategies for Inclusive Education in Diverse Classroom Settings,” Glob. Int. J. Innov. Res., vol. 2, no. 5, pp. 1002–1009, Jun. 2024, doi: 10.59613/global.v2i5.150.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Rahmawati Ismi, Diah Witasoka, Junari (Author)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
