Penguatan Kecerdasan Interpersonal Anak Usia Dini Melalui Praktik Pendidikan Inklusi di KB Putera Tunas Bangsa Purwokerto
DOI:
https://doi.org/10.62710/jppsb.v3vskf13Keywords:
Interpersonal Intelligence, Inclusive Education, Early Childhood EducationAbstract
This study examines the strengthening of early childhood interpersonal intelligence through inclusive education practices at KB Putera Tunas Bangsa Purwokerto. Interpersonal intelligence is an essential aspect of children's social-emotional development, enabling them to communicate effectively, build relationships, demonstrate empathy, and collaborate with others in diverse social contexts. Inclusive education provides meaningful opportunities for children to interact with peers of different abilities and backgrounds, thereby fostering social understanding and mutual respect. This research employs a qualitative descriptive approach with a field study design. Data are collected through participant observation, in-depth interviews with teachers, and documentation analysis. The study is grounded in Howard Gardner’s theory of multiple intelligences, particularly interpersonal intelligence, and is analyzed through a social constructivist perspective. The findings are expected to reveal how inclusive educational practices create social learning experiences that contribute to the development of empathy, cooperation, communication skills, and positive peer relationships. Furthermore, the study seeks to identify teachers’ roles in designing, mediating, and reflecting inclusive learning practices that support children’s interpersonal growth. The research contributes to the development of inclusive early childhood education and provides practical implications for educators and policymakers.
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