PERAN GURU KELAS DALAM PEMBELAJARAN ANAK BERKEBUTUHAN KHUSUS DI KELAS IV MADRASAH IBTIDAIYAH(Studi Kasus: Siswa Berkesulitan Belajar Membaca, Menulis dan Menghitung di MIS Darul Falah Desa Sungai Nyirih Tahun Ajaran 2025-2026)

Abstract

The objective of this study is to describe: (1) the role of the class teacher in guiding students with special needs who experience learning difficulties in reading, writing, and arithmetic in the fourth-grade class at MIS Darul Falah, Sungai Nyirih Village, during the 2025–2026 academic year; and (2) the challenges faced by the teacher regarding instruction in reading, writing, and arithmetic for students with special needs in the fourth-grade class at MIS Darul Falah, Sungai Nyirih Village, during the 2025–2026 academic year. This study employs a qualitative method with a descriptive approach and a case study design. Data were collected through observation, interviews, and document analysis, followed by a data analysis process involving reduction, presentation, and conclusion drawing. The informants included the school principal, the homeroom teacher, the class teacher, and the parents and grandfather of the student with special needs. The research findings indicate that: 1) The teacher plays a crucial role in supporting and guiding the student with special needs during reading, writing, and arithmetic lessons in the fourth-grade class at MIS Darul Falah Nyirih River. The teacher employs simple methods, provides continuous support, adapts materials to the student's abilities, and utilizes available instructional media. These strategies help overcome the student's difficulties in reading, writing, and arithmetic. Learning success is further supported by collaboration between the teacher and parents, although limited facilities and infrastructure remain a challenge. 2) Instruction for the student with special needs in the fourth grade faces challenges regarding reading, writing, arithmetic, concentration, and memory skills, compounded by limitations in facilities, support staff, and teacher training. While inadequate facilities and infrastructure pose a challenge, the teacher overcomes this through creativity—such as bringing their own instructional media to class—and by employing intensive support, method adjustments, material repetition, play-based learning activities, and peer involvement. Through such creativity and initiative, the learning process successfully proceeds in alignment with the student's needs and abilities.