EKSPLORASI PEMAHAMAN DESIGN FOR CHANGE DAN KREATIVITAS GURU DALAM MENGEMBANGKAN EVALUASI PEMBELAJARAN MATEMATIKA DI SEKOLAH INKLUSI [EXPLORING THE UNDERSTANDING OF DESIGN FOR CHANGE AND TEACHERS' CREATIVITY IN DEVELOPING MATHEMATICS LEARNING EVALUATION IN INCLUSIVE SCHOOLS]

Abstract

The dominant use of conventional learning evaluation is considered less relevant for students with special needs. This study aims to explore the implementation of mathematics learning in inclusive schools and to examine teachers' understanding of the Design for Change approach and their creativity in developing evaluations. Using a qualitative approach, data was collected through observation, interviews, and literature studies on mathematics teachers at SMK Negeri 3 Singaraja. The results of the study indicate that: 1) Teachers adopt the Problem Based Learning learning model combined with conventional methods to accommodate students with special needs with intellectual and physical disabilities. 2) Teachers have difficulty developing evaluation creativity because there is a lot of material that has not been achieved, as well as difficulty in applying HOTS questions to students with intellectual disabilities and students with low mathematics abilities. 3) The Design for Change approach is considered effective in supporting more creative and inclusive evaluations. This study recommends training for teachers to strengthen their understanding and application of Design for Change to improve the quality of inclusive learning evaluations.

BAHASA INDONESIA ABSTRACT: Masih dominannya penggunaan evaluasi konvensional dianggap kurang relevan untuk peserta didik berkebutuhan khusus. Penelitian ini bertujuan untuk mengeksplorasi pelaksanaan pembelajaran matematika di sekolah inklusi serta mengkaji pemahaman guru terhadap pendekatan Design for Change dan kreativitasnya dalam mengembangkan evaluasi. Dengan pendekatan kualitatif, data dikumpulkan melalui observasi, wawancara, dan studi literatur pada guru matematika di SMK Negeri 3 Singaraja. Hasil penelitian menunjukkan bahwa: 1) Guru mengadopsi model pembelajaran Problem Based Learning yang dikombinasikan dengan model konvensional untuk mengakomodasi peserta didik berkebutuhan khusus dengan tipe tunagrahita dan tunadaksa. 2) Guru terkendala mengembangkan kreativitas evaluasi karena banyak materi yang belum tercapai, serta sulit dalam menerapkan soal HOTS pada peserta didik tunagrahita dan peserta didik dengan kemampuan matematika rendah. 3) Pendekatan Design for Change dinilai efektif untuk mendukung evaluasi yang lebih kreatif dan inklusif. Penelitian ini merekomendasikan pelatihan bagi guru untuk memperkuat pemahaman dan penerapan Design for Change guna meningkatkan kualitas evaluasi pembelajaran yang inklusi.