(Universitas Panca Sakti Bekasi, Indonesia)(2) Siti Roimah
(Universitas Panca Sakti Bekasi, Indonesia)(3) * Cindy Maurellia
(Universitas Panca Sakti Bekasi, Indonesia)(4) Resi Lovita
(Universitas Panca Sakti Bekasi, Indonesia)(5) Siti Khuwaida Zilaniah Al Mumtazah
(Universitas Panca Sakti Bekasi, Indonesia)(6) Yunita Yunita
(Universitas Panca Sakti Bekasi, Indonesia)(7) Wawan Hermawansyah
(Universitas Bani Saleh, Indonesia)*corresponding author
AbstractGuru Raudhatul Athfal (RA) di Kabupaten Garut memiliki kompetensi terbatas dalam menangani anak disabilitas fisik, terutama dalam merancang pembelajaran adaptif dan menumbuhkan kepercayaan diri di kelas inklusif. Program pengabdian ini bertujuan meningkatkan kompetensi guru RA melalui Model ATIK (Amati-Tiru-Kerjakan) dalam workshop terstruktur. Metode Drills and Practice diterapkan dalam tiga tahap: persiapan, workshop, serta pendampingan dan evaluasi daring. Peserta terdiri dari 75 guru RA anggota IGRA Garut. Data dikumpulkan melalui kuesioner pretest-posttest, lembar observasi, dan kuesioner tanggapan peserta, lalu dianalisis secara deskriptif dengan membandingkan nilai rata-rata dan persentase pemahaman guru sebelum dan sesudah kegiatan. Hasil kegiatan menunjukkan peningkatan pemahaman guru, dengan nilai rata-rata naik dari 58,40% pada pretest menjadi 82,15% pada posttest (kenaikan 23,75 poin persentase). Observasi membuktikan guru berhasil melalui ketiga tahapan ATIK, dan tanggapan peserta sangat positif. Model ATIK terbukti efektif sebagai kerangka praktis bagi guru dalam merancang strategi penanganan anak disabilitas fisik, serta memberikan kontribusi nyata terhadap penguatan pendidikan inklusif di Indonesia. Program ini direkomendasikan untuk direplikasi di lembaga PAUD lain dengan penyesuaian terhadap karakteristik lokal dan kebutuhan spesifik anak disabilitas. KeywordsDisabilitas Fisik; Model ATIK; Kompetensi Guru; PAUD Inklusif
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DOIhttps://doi.org/10.31604/jpm.v9i9.%25p |
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