PENGARUH KOLABORASI GURU DAN ORANG TUA TERHADAP KEBERHASILAN PEMBELAJARAN ANAK BERKEBUTUHAN KHUSUS

Dwi Wahyuningsih, Oktavika Dwi Saputri

Abstract


Inclusive education requires effective collaboration between teachers and parents to support the learning outcomes of children with special needs. This study aimed to examine the influence of teacher–parent collaboration on the learning outcomes of children with special needs in an inclusive early childhood education setting. A quantitative correlational design was employed involving all 12 teachers at TK X, selected through total sampling. Data were collected using Likert-scale questionnaires measuring teacher–parent collaboration and learning outcomes, and analyzed using descriptive statistics, normality testing, and simple linear regression. The results showed that teacher–parent collaboration had a significant positive effect on learning outcomes (R = 0.775; R² = 0.601; F = 15.036; p < 0.05), indicating that approximately 60% of the variance in learning outcomes was explained by the quality of collaboration between teachers and parents. These findings suggest that strengthening communication, shared responsibility, and coordinated support between home and school plays a crucial role in enhancing the learning outcomes of children with special needs in inclusive early childhood education.

Keywords


Teacher–Parent Collaboration; Inclusive Education; Children With Special Needs; Learning Outcomes; Early Childhood Education

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DOI: https://doi.org/10.17509/e.v25i1.92889

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