GAMBARAN REGULASI EMOSI PADA GURU INKLUSI DI SMP NEGERI X BANDAR LAMPUNG

PUTRI, AULYA AGINTHA BR SURBAKTI (2026) GAMBARAN REGULASI EMOSI PADA GURU INKLUSI DI SMP NEGERI X BANDAR LAMPUNG. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

Pendidikan inklusi memberikan kesempatan kepada anak berkebutuhan khusus untuk belajar bersama di sekolah reguler. Dalam pelaksanaannya, guru inklusi menghadapi berbagai tantangan yang dapat memengaruhi kondisi emosinya, sehingga kemampuan mengelola emosi menjadi hal yang penting agar proses pembelajaran berjalan dengan baik. Penelitian ini bertujuan untuk mengetahui gambaran regulasi emosi pada guru inklusi di SMP Negeri X Bandar Lampung. Penelitian ini menggunakan pendekatan kualitatif dengan teknik purposive sampling dengan kriteria Guru yang mengajar lebih dari 1 tahun, guru pendidikan Non – PLB, berstatus guru PNS bukan Honorer. Subjek penelitian terdiri dari tiga guru inklusi dan tiga significant other. Data dikumpulkan melalui wawancara semi terstruktur dan observasi nonpartisipan, kemudian dianalisis secara deskriptif, Teknik analisis data yang digunakan dalam penelitian ini adalah dengan tahap reduksi data, penyajian data, dan penarikan kesimpulan serta verifikasi, kemudian data-data hasil penelitian yang diperoleh tersebut diolah menggunakan tools software NVivo 12 Plus. Hasil penelitian menunjukkan bahwa ketiga guru mampu mengelola emosinya dengan baik saat menghadapi berbagai tantangan dalam pembelajaran di kelas inklusi. Mereka berusaha menyesuaikan diri dengan kondisi siswa, mengendalikan emosi negatif, tetap bersikap tenang, serta menjaga profesionalisme dalam mengajar. Kemampuan tersebut berkembang melalui pengalaman mengajar, proses adaptasi, dan dukungan dari lingkungan sekitar. Penelitian ini menyimpulkan bahwa regulasi emosi berperan penting dalam membantu guru menghadapi berbagai tantangan di kelas inklusi serta menciptakan suasana belajar yang nyaman dan kondusif bagi siswa berkebutuhan khusus. Kata kunci: regulasi emosi, guru inklusi, SMP. Inclusion education provides opportunities for children with special needs to study together at regular schools. In its implementation, inclusion teachers face various challenges that can affect their emotional state, making emotional management an important thing for the learning process to run well. This research aims to find out the picture of emotional regulation on inclusion teachers at SMP Negeri X Bandar Lampung. This study uses a qualitative approach with purposive sampling technique with the criteria of Teachers who teach for more than 1 year, Non-PLB education teachers, as civil servant teachers, not honorary. The study subjects consisted of three inclusion teachers and three significant others. The data were collected through semi-structured interviews and nonparticipatory observations, then descriptively analyzed, the data analysis techniques used in this study were by the data reduction, data presentation, and conclusions and verification stages, Then the obtained research data are processed using NVivo 12 Plus tools software. The results of the study showed that the three teachers were able to manage their emotions well when faced with various challenges in learning in the inclusion class. They try to adjust to students' conditions, control negative emotions, remain calm, and maintain professionalism in teaching. These abilities develop through teaching experience, adaptation process, and support from the surrounding environment. This study concluded that emotional regulation plays an important role in helping teachers face various challenges in inclusion class as well as creating a comfortable and conducive learning atmosphere for students with special needs. Keywords: emotional regulation, inclusive teacher, junior high school.

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