Author: Junaedi Uko
Putri is a student who has emotional barriers to learning. However, through a responsive approach, her teachers were able to create an inclusive learning environment that enabled her to overcome difficulties and showcase her potential.
East Lombok, Nov 19, 2024. | The atmosphere of the 3rd grade Madrasah in East Lombok that morning was rather quiet, only heard whispers from students who were busy working on assignments. There were 14 students in the class; they sat side by side in a U. Almost all of them sat in pairs or groups, except for one female student, Putri, who was seen sitting alone.
“Putri did ask me to sit by herself, and I allowed her to do so so that she would feel comfortable,” said Ms. Ratna Dewi, a teacher and 3rd grade teacher at the school. This decision is part of her inclusive approach to ensure every student, including Putri, can develop to their potential.
Since grade 1, Putri’s behavior has been a concern for her teachers. He is easily angered, often throws tantrums, and sometimes refuses to attend lessons. Outside of class, he would often go out without permission, so the teachers decided to give him some space, as long as he stayed within the school grounds. “We leave her alone, and she usually returns to class when she feels calmer,” says Ms. Ana.
In Grade 2, her homeroom teacher discovered that Putri had another challenge: fine motor difficulties. The Princess’ fingers were stiff. She holds the pencil by gripping it with all her fingers, making writing difficult. Mrs. Miswanun Uyun, Putri’s homeroom teacher at the time, tried a creative approach to train her motor skills. He had her crumple torn paper every day, a simple exercise that slowly paid off. Over time, Putri was able to hold a pencil well.
Cooperation between teachers at MI NWDI 04 Pancor is the key to Putri’s progress. Regular discussions between teachers and the responsive approach adopted in the classroom, including recognizing signs of learning difficulties, became a culture. PutriIntan’s condition seems to be getting better after special attention and assistance.
“Now, when she has difficulty learning, Intan Putri no longer cries, gets angry, or leaves the room. She just lies down at her desk,” said Ms. Ana. When the Princess was seen lying on her desk, Mrs. Ana immediately went over to her. “I want to make sure Intan Putri feels cared for and not alone in her learning process,” she said.
An inclusive learning environment is also created by instilling the value of mutual respect between students. Positive changes were seen: Putri is now better able to control her emotions and rarely gets angry. In fact, he actively demonstrated his academic potential. “Sometimes he doesn’t seem to pay attention, but when given a task, his answers are always correct and in accordance with what the teacher teaches,” said Mrs. Ana proudly. “This means that if accompanied, Putri learns quickly.”
In addition to academics, Putri shows a prominent talent for drawing. Her friends often copy the drawings she makes, although the results are not as smooth as Putri’s work. Through the teacher’s encouragement and appreciation, this talent continued to blossom, giving the Princess a greater sense of confidence.
The role of the MAULANA Program in Inclusive Education
The success of teachers at MI NWDI 04 Pancor such as Mrs. Ana and Mrs. Uyun in assisting Putri is inseparable from the inclusion training they received through the MAULANA program (Madrasah Unggul Anak Hebat). The program from Institut Agama Islam (IAI) Hamzanwadi with support from INOVASI, equips teachers with skills to support students with special needs, including simple techniques to train fine motor skills and responsive approaches.
“This program reminds us that every child has the same right to learn, regardless of their challenges,” said Ibu Ana. This understanding strengthens the teachers’ commitment to creating inclusive and welcoming learning for all students.
Putri is living proof of how an inclusive approach can turn challenges into opportunities. Support from teachers like Ms. Ana and Ms. Uyun builds emotional closeness between teachers and students like Putri. As a result, Putri became more energized in learning every day.
“Sometimes when the morning bell rang and I was late for class, Putri would come to the teachers’ room to pick me up. The sound of her shoes could be heard from a distance, and the other teachers already knew that it was Putri who was coming,” said Ms. Ana with a smile.
On Teacher’s Day and International Day of Disability, this story reminds us that inclusive and responsive education is not just a theory, but a real effort to provide equal opportunities for all children. Teachers like Ms. Ana and Ms. Uyun are the pillars that build hope, one small step at a time.