Guru Pembimbing Khusus (GPK) di Sekolah Inklusi Palangka Raya

Shadow Teacher of Inclusive School in Palangka Raya


  • Gerry Olvina Faz Institut Agama Islam Negeri Palangka Raya
  • Istiqamah Hafid Universitas Muhammadiyah Palangkaraya



Special Need Children, Shadow Teacher, Inclusive School


Inclusive schools provide opportunities for Children with Special Needs/ Anak Berkebutuhan Khusus (ABK) to study in public schools, and Shadow Teacher/ Guru Pembimbing Khusus (GPK) are an important part of implementing this inclusive school program. This research was conducted to analyze the role and implementation of GPK in Palangka Raya. The results of this study able to applied in inclusive school system and optimize GPK in carrying out their duties in class. The research methodology used is qualitative research and data analysis uses thematic analysis with an inductive approach. The results of this study are, first the role of GPK includes the learning process and encourages social acceptance in the classroom. Second, the pattern of interaction between GPK, schools, and parents influences the optimization of ABK learning at school. Third, GPK has emotional attachment and empathy towards ABK and parents. The conclusion of this study is that there is no standardized procedure for GPK to carry out their duties, but in general GPK is able to do their tasks with the support of their resources. In addition, the pattern of interaction between GPK, parents and schools basically influence the implementation of inclusive education in schools.


Download data is not yet available.

Author Biographies

Gerry Olvina Faz, Institut Agama Islam Negeri Palangka Raya

Istiqamah Hafid, Universitas Muhammadiyah Palangkaraya


Al Mufti, A. Y. (2018). Komparasi Hasil Prestasi Belajar Siswa Sekolah Dasar Inklusi dan Homeschooling. Journal Educative : Journal of Educational Studies, 3(2), 188.

Alamri, W. A. (2019). Effectiveness of Qualitative Research Methods: Interviews and Diaries. International Journal of English and Cultural Studies, 2(1), 65.

Bedha Tamela, Joni Bungai, & Wawan Kartiwa. (2020). Penyelenggaraan Pendidikan Inklusif Anak Berkebutuhan Khusus (Studi Multi Situs di SDN-4 Palangka dan SDN-3 Langkai Kota Palangka Raya). Journal of Environment and Management, 1(2), 134–142.

Gupta, M., Shaheen, M., & Reddy, K. P. (Eds.). (2019). Qualitative Techniques for Workplace Data Analysis: IGI Global.

Hanifah, D. S., Haer, A. B., Widuri, S., & Santoso, M. B. (2022). Tantangan Anak Berkebutuhan Khusus (ABK) Dalam Menjalani Pendidikan Inklusi di Tingkat Sekolah Dasar. Jurnal Penelitian dan Pengabdian Kepada Masyarakat (JPPM), 2(3), 473.

Ismiulya, F., Putroe, K. Z., & Rezieka, D. G. (2021). Model Pendidikan Bagi Anak Abk: Home Schooling. Bunayya : Jurnal Pendidikan Anak, 7(2), 63.

Lap, T. Q., & Thao, L. T. (2021). An Analysis of EFL Teachers’ Fear of Failure as Their Motivation for Pursuing Graduate Studies. FOSTER: Journal of English Language Teaching, 2(4), 438–455.

Makoelle, T. M. (2019). Teacher Empathy: A Prerequisite for an Inclusive Classroom. In M. A. Peters (Ed.), Encyclopedia of Teacher Education (pp. 1–6). Springer Singapore.

Mohajan, H. K. (2018). Qualitative Research Methodology in Social Sciences and Related Subjects. Journal of Economic Development, Environment and People, 7(1), 23.

Novrizaldi, N. (2022, June 6). Pemerintah Wajib Penuhi Hak Pendidikan Inklusif Bagi Penyandang Disabilitas.

Nugraheni, D., Rosida, L., & Illiandri, O. (2022). Pendidikan Inklusi Terhadap Anak Berkebutuhan Khusus.

Paccaud, A., Keller, R., Luder, R., Pastore, G., & Kunz, A. (2021). Satisfaction With the Collaboration Between Families and Schools – The Parent’s View. Frontiers in Education, 6, 646878.

Pramartha, I. N. B. (2015). Sejarah dan Sistem Pendidikan Sekolah Luar Biasa Bagian A Negeri Denpasar Bali. HISTORIA, 3(2), 67.

Qiftiyah, M., & Calista, W. (2021). Shadow Teacher for Special Needs Students: Case Study Class VI Taman Muda Ibu Pawiyatan Yogyakarta. EduHumaniora | Jurnal Pendidikan Dasar Kampus Cibiru, 13(1), 26–35.

Rashid, T., & Asghar, H. M. (2016). Technology use, self-directed learning, student engagement and academic performance: Examining the interrelations. Computers in Human Behavior, 63, 604–612.

Ringwald, W. R., & Wright, A. G. C. (2021). The Affiliative Role of Empathy in Everyday Interpersonal Interactions. European Journal of Personality, 35(2), 197–211.

Sharma, Y. P., & Singh, A. V. (2012). The Role of Emotional Attachment of Teachers in the Development of Self-confidence, Learning Habits and Social Adjustment of Children in the Primary Schools. 3(10).

Suharsiwi, S. (2017). Pendidikan Anak Berkebutuhan Khusus.

Tarnoto, N. (2016). Permasalahan-permasalahan yang Dihadapi Sekolah Penyelenggara Pendidikan Inklusi pada Tingkat SD. HUMANITAS, 13(1), 50.

Wardah, E. Y. (2019). Peranan Guru Pembimbing Khusus Lulusan Non-Pendidikan Luar Biasa (PLB) Terhadap Pelayanan Anak Berkebutuhan Khusus di Sekolah Inklusi Kabupaten Lumajang. JPI (Jurnal Pendidikan Inklusi), 2(2), 93.

Wijaya, S., Supena, A., & Yufiarti. (2023). Implementasi Program Pendidikan Inklusi Pada Sekolah Dasar di Kota Serang. Jurnal Educatio FKIP UNMA, 9(1), 347–357.

Zakia, D. L. (2015). Guru Pembimbing Khusus (GPK): Pilar Pendidikan Inklusi. Prosiding Ilmu Pendidikan, 1(2).




How to Cite

Faz, G. O., & Hafid, I. (2023). Guru Pembimbing Khusus (GPK) di Sekolah Inklusi Palangka Raya: Shadow Teacher of Inclusive School in Palangka Raya. Tunas: Jurnal Pendidikan Guru Sekolah Dasar, 8(2), 47–54.