TEACHERS' PERCEPTIONS OF FULL FACE-TO-FACE LEARNING IN INCLUSIVE CLASSROOMS AFTER THE REPEAL OF RESTRICTIONS ON COMMUNITY ACTIVITIES (PPKM)

Abstract

The lifting of the implementation of restrictions on community activities (PPKM) has had an impact on teachers and students in inclusive elementary schools. Even though full face-to-face learning has been reintroduced in class, teachers must face problems such as adjustments to student behavior that change during limited faceto-face and online learning, inadequate infrastructure, and a decrease in the quality of learning. This study explores the opinions of classroom teachers who teach in inclusive classes regarding implementing full face-to-face learning after the repeal of PPKM. Data was collected through semi-structured interviews with 30 teachers in inclusive primary schools. Data analysis using thematic analysis. The results of the analysis produce four main themes, namely (1) instructional impact; (2) school support; (3) obstacles; (4) teacher preparation. The findings show that after the revocation of PPKM, teachers must make adjustments, such as 2 adjustments in academic and non-academic aspects. In the academic aspect, the teacher must readjust the learning objectives that must be achieved to meet and accommodate the needs of all students, including students with special needs, without discrimination. In the non-academic aspect, teachers need enthusiasm and motivation from school members and the community to support conducive learning for all students. The results of this study can be the basis for the government to make adjustments in determining the direction and goals of education that have been previously set.