KOLABORASI GURU KIMIA DAN GURU PENDAMPING KHUSUS DALAM PEMBELAJARAN KIMIA DI SEKOLAH PENYELENGGARA PENDIDIKAN INKLUSIF “PERMATA” DI KABUPATEN BANTUL

Inclusive education is education which means that the best education is for all children and all ages. Inclusive education has now been implemented in several schools in Indonesia. One of the factors that supports the creation of effective inclusive education in an inclusive class is good collaboration between the core implementers of learning, teachers and shadow teacher. This study aims to determine the collaboration between chemistry teachers and shadow teacher in chemistry learning, the collaboration model and the effectiveness of the collaboration model. This research is qualitative research with phenomenological approach. Participants in this study were chemistry teachers, shadow teacher, and students with disabilities. The data collection technique uses data triangulation, which combines several existing data collection techniques and data sources. The research instrument uses interview guidelines. Observation results and document studies are used to determine the validity of the data. The data analysis technique uses qualitative analysis with Miles and Huberman's interactive analysis model. The results of the study show that the implementation of inclusive education at SPPI Permata is in accordance with national education standards. The form of collaboration that occurred between the chemistry teacher and shadow teacher was not implemented in co-planning because there was no specific lesson plan for students with disabilities. However, collaboration occurs between chemistry teachers and shadow teacher in the implementation of learning and assessment of learning outcomes. The implementation of collaborative learning is in the form of assistance from shadow teacher to translate student learning outcomes. Collaboration in the assessment of learning outcomes is carried out when there is consultation between the chemistry teacher and the shadow teacher regarding the best grades for students with disabilities. Collaborative models like this are included in the traditional teaching practice collaboration model in the classroom. This collaborative learning model is less effective due to the number of students with disabilities that are not comparable to shadow teacher, the lack of training programs for subject teachers related to inclusive education, and the limited and lack of learning media for complex or abstract chemistry materials