ANALISIS IMPLEMENTASI GEDSI PADA PEMBELAJARAN BAHASA INDONESIA DI KELAS 2 SD MUHAMMADIYAH 08 DAU

This research was carried out in the 2023/2024 academic year, Semester 2 in class 2 of SD Muhammadiyah 08 Dau. This research aims: (1) to analyze the process of implementing GEDSI in Indonesian language learning in class 2 at SD Muhammadiyah 08 Dau and (2) to analyze the supporting factors and inhibiting factors for implementing GEDSI in learning Indonesian in class 2 at SD Muhammadiyah 08 Dau.
This research is qualitative research that is descriptive and analytical in nature. Data collection was carried out using interview, observation and documentation methods. The data collection process was carried out using primary data sources and secondary data. Primary data was obtained from observations of the implementation of GEDSI in Indonesian language learning in class 2 at SD Muhammadiyah 08 Dau and the results of interviews with the principal, class 2 teachers and class 2 students at SD Muhammadiyah 08 Dau. Secondary data was obtained from documents in the form of teaching modules, LKPD and evaluation sheets.
The results of this research are that the GEDSI implementation process can be seen from learning tools, learning processes, classroom management and ways to overcome differences in abilities and characteristics of students. Learning tools such as teaching modules and grade 2 Indonesian LKPD already contain GEDSI elements of gender equality, disability and social inclusion. The learning process contains GEDSI elements of gender equality which can be seen from initial learning activities, forming heterogeneous groups, learning resources and determining learning methods. Social inclusion can be seen from the formation of heterogeneous groups, determining learning models and assessments in the learning process. Class management contains GEDSI elements of gender equality and social inclusion which can be seen from controlling class conditions and heterogeneous seating variations which is carried out every two weeks. The way to overcome differences in abilities and characteristics of students already contains elements of GEDSI social inclusion seen from teachers who adapt learning to the abilities and characteristics of students. Supporting factors for implementing GEDSI are teachers and communication between teachers and parents. Supporting factors for implementing GEDSI are students, parents and facilities and infrastructure.