PROSPECTIVE SCHOOL COUNSELORS^ COMPETENCE THROUGH PROJECT-BASED LEARNING IN IDENTIFYING OPPORTUNITIES AND CHALLENGES OF INCLUSIVE JUNIOR HIGH SCHOOLS Anggita Maritsha , Dhea Amiarti, Irma Krisnawati, Khairatul Nabila , Mitra Fadilla , Nurul Maulini , Suci Wulansari, Munawir
Universitas Riau
Abstract
Inclusive education aims to provide equal educational services for all students, including those with special needs. However, its implementation at the junior high school level still faces challenges such as limited teacher competence, facilities, and school readiness. This study aims to describe the ability of prospective guidance and counseling teachers through Project Based Learning (PjBL) in identifying opportunities and challenges ofinclusive schools. A qualitative approach with document analysis was used on student project reports. The findings reveal four counseling service components: basic services, individual planning, responsive services, and system support. Key challenges include social adjustment issues, limited facilities, lack of special assistant teachers, and low parental involvement. PjBL is effective in improving students^ analytical and practical
competencies in understanding inclusive education.
Keywords: Inclusive Education, Guidance and Counseling, Project Based Learning (PjBL), Prospective Teachers, Junior High School.
Topic: Student Wellbeing (Mental Health and Student Counselling
