Penguatan Pemahaman Guru Sekolah Inklusif melalui Hilirisasi Instrumen E-Motion GEP: Analisis Tematik Pretest–Posttest dalam Deteksi Dini Gangguan Emosi dan Perilaku Murid

Inclusive schools play a vital role in providing educational services to all learners, including students at risk of emotional and behavioral disorders (EBD). However, educators frequently face difficulties in identifying early signs due to a historical reliance on routine classroom observations lacking structured instruments. This community outreach initiative introduced the E-Motion EBD instrument to inclusive elementary school teachers under the auspices of the K3SD in Sungai Geringging District, Padang Pariaman, utilizing a framework of socialization, training, and direct mentorship. To evaluate shifts in teacher comprehension, five open-ended questions were administered pre- and post-intervention, followed by a pairwise analysis of the responses. A total of 20 paired responses were directly compared. The findings indicate significant improvements, most notably in the teachers' capacity to differentiate between EBD identification and assessment, alongside a broader conceptualization of inclusive education. Conversely, these advancements were not uniform across all domains; comprehension regarding the technical criteria of EBD and its subsequent impact on student development remained varied among educators. Overall, this downstream dissemination of the E-Motion EBD instrument effectively enhanced teachers' pedagogical insights regarding the early detection of EBD within inclusive educational settings.