Strategi Implementasi Manajemen Pendidikan Inklusif di Sekolah Menengah: Studi Kasus di SMP Negeri 4 Babelan

Julinda Siregar; Novita Trianah; Ceni Liswati; Saptiawati Saptiawati

doi:10.61132/nakula.v3i6.2292

Authors

Julinda Siregar Universitas Indraprasta PGRI
Novita Trianah Universitas Indraprasta PGRI
Ceni Liswati Universitas Indraprasta PGRI
Saptiawati Saptiawati Universitas Indraprasta PGRI

DOI:

https://doi.org/10.61132/nakula.v3i6.2292

Keywords:

Adaptive Learning, Differentiated Instruction, Education Management, Inclusive Education, Special Education Teacher

Abstract

This study aims to describe and analyze the implementation of inclusive education management at SMP Negeri 4 Babelan. Inclusive education is an educational approach that provides learning opportunities for all students without discrimination, including those with special educational needs (ABK). This concept emphasizes the importance of a friendly, adaptive, and responsive learning environment to student diversity. This study uses a qualitative descriptive approach with data collection techniques through in-depth interviews, participatory observation, and documentation studies. Informants in this study consisted of the principal, regular teachers, special assistant teachers, students with special needs, and their parents. The results of the study indicate that inclusive education management at SMP Negeri 4 Babelan has been implemented through four main management functions, namely: (1) strategic planning integrated into the annual school work program, including budget allocation for inclusion needs; (2) organizing an inclusion team involving teachers, education staff, and the school committee; (3) implementing adaptive learning based on a differentiation and individualization approach, adjusted to students' abilities and learning styles; and (4) evaluations conducted periodically to assess students' academic and social-emotional development, as well as the effectiveness of the inclusion program as a whole. However, this study also identified several obstacles, including a limited number of special assistant teachers, a lack of professional training for regular teachers, and a lack of supporting facilities such as therapy rooms or learning aids. Furthermore, factors supporting the program's success include the school leadership's commitment to mainstreaming inclusion, a collaborative spirit among teachers, and the support and active involvement of parents. Based on these findings, this study recommends several strategic steps, such as strengthening teacher training in inclusive classroom management and adding special assistant teachers as needed.

Downloads

Download data is not yet available.

References

Ainscow, M., & Miles, S. (2021). Inclusive education for all: Making it happen. International Journal of Inclusive Education, 25(5), 547-560.

Anderson, J., & Boyle, C. (2021). Inclusive education: How inclusive is it? International Journal of Inclusive Education, 25(3), 298-312. https://doi.org/10.1080/13603116.2019.1707309

Anjani, R., Putra, R., & Mahendra, I. (2024). Penguatan sistem manajemen sekolah inklusif. Jurnal Ilmu Pendidikan, 12(1), 78-86.

Booth, T., & Ainscow, M. (2021). Index for inclusion: Developing learning and participation in schools. CSIE.

Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches. Sage Publications.

Dewi, S., Fadhilah, N., & Anwar, M. (2023). Stigma sosial terhadap siswa berkebutuhan khusus. Jurnal Sosiologi Pendidikan, 6(2), 44-59.

Fitriani, R., Maulana, A., & Iskandar, Y. (2023). Kolaborasi guru dalam pendidikan inklusif. Jurnal Pendidikan Inklusif, 10(1), 25-33.

Handayani, R. (2021). Kompetensi pedagogik guru dalam pembelajaran inklusif. Jurnal Ilmiah Pendidikan Khusus, 5(2), 88-97.

Hanum, M. (2024). Refleksi penguatan kebijakan pendidikan inklusif. Jurnal Kebijakan dan Manajemen Pendidikan, 12(1), 88-97.

Hermanto, Y., & Lestari, M. (2020). Perbedaan peran guru di kelas reguler dan inklusif. Jurnal Pengajaran Inklusif, 5(3), 22-30.

Husna, M., & Zulkarnain, R. (2021). Tantangan manajemen sekolah inklusif di daerah pinggiran. Manajemen Pendidikan, 9(1), 67-75.

Kurniasih, L., & Taufik, R. (2021). Peran serta orang tua dalam pendidikan anak inklusif. Jurnal Psikologi Anak, 6(2), 78-87.

Kurniawan, D. (2021). Pelatihan guru berbasis inklusif. Jurnal Pendidikan Guru, 3(2), 66-72.

Loreman, T., Deppeler, J., & Harvey, D. (2020). Inclusive education: Supporting diversity in the classroom. Routledge.

Maulida, R., & Rahmawati, F. (2021). Keterlibatan orang tua dalam pendidikan anak berkebutuhan khusus. Jurnal Psikologi Pendidikan, 7(2), 34-41.

Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook. Sage Publications.

Moleong, L. J. (2021). Metodologi penelitian kualitatif. Remaja Rosdakarya.

Mulyadi, H., & Rachmawati, S. (2021). Strategi manajemen sekolah dalam implementasi pendidikan inklusif. Jurnal Manajemen Pendidikan, 5(1), 34-46.

Nasution, L., & Suryadi, R. (2021). Pelatihan guru dalam pendidikan inklusif. Jurnal Pendidikan Inklusif, 8(1), 22-33.

Nugroho, T. (2023). Digitalisasi pembelajaran dalam pendidikan inklusif. Jurnal Teknologi Pendidikan, 9(2), 102-110. https://doi.org/10.32764/eduscope.v9i1.3331

Pratiwi, A., & Kurniawan, T. (2023). Hambatan implementasi pendidikan inklusif di sekolah dasar. Jurnal Pendidikan Dasar, 9(1), 77-84. https://doi.org/10.47134/pgsd.v1i3.532

Rahmadani, T., & Yusri, M. (2022). Kepemimpinan kepala sekolah inklusif. Jurnal Kependidikan, 10(2), 78-86.

Rohim, M. (2021). Pendidikan inklusif dan tantangannya di Indonesia. Jurnal Pendidikan Khusus, 6(1), 11-20.

Sari, F., & Hidayat, R. (2023). Implementasi kebijakan inklusif pada tingkat SMP. Jurnal Kebijakan Pendidikan, 7(3), 89-101.

Setiawan, A. (2022). Pelibatan masyarakat dalam pendidikan inklusif. Jurnal Sosial Humaniora, 4(2), 45-53.

Siregar, J. (2020). Manajemen pendidikan inklusif dan strategi keberhasilan. Jurnal Administrasi Pendidikan, 13(2), 99-112.

Siregar, J. (2022). Strategi kepala sekolah dalam manajemen pendidikan inklusif. Jurnal Administrasi Pendidikan, 15(2), 112-123.

Sugiyono. (2019). Metode penelitian kualitatif, kuantitatif dan R&D. Alfabeta.

Sulastri, Y., & Hendrawan, T. (2022). Analisis kurikulum adaptif untuk siswa ABK. Jurnal Kurikulum dan Pembelajaran, 10(1), 56-65.

Sunarto, & Hidayat, M. (2022). Manajemen pendidikan berbasis inklusi di sekolah negeri. Jurnal Pendidikan Nasional, 11(1), 44-57.

Suryani, N. (2023). Asesmen alternatif dalam pendidikan inklusif. Jurnal Penilaian Pendidikan, 8(2), 33-41.

Susanto, A., et al. (2023). Transformational leadership in inclusive education settings. International Education Studies, 16(4), 75-88.

Syamsuddin, M., & Lestari, A. (2022). Analisis kebutuhan guru pendamping khusus. Jurnal Pendidikan Khusus, 9(1), 15-23. https://doi.org/10.31849/jppkhlectura.v1i01.14542

UNESCO. (2020). Global education monitoring report: Inclusion and education. UNESCO Publishing.

Wahyuni, S. (2021). Efektivitas pelatihan guru dalam implementasi RPI. Jurnal Inovasi Pendidikan, 5(2), 123-130. https://doi.org/10.31764/pendekar.v5i2.9151

Wahyuningsih, T., & Prasetya, S. (2022). Dampak program pelatihan guru inklusif berbasis daring. Jurnal E-Pendidikan, 7(1), 14-22.

Wulandari, D., & Hasanah, R. (2023). Komunikasi kepala sekolah dan guru dalam pendidikan inklusif. Jurnal Kepemimpinan Pendidikan, 6(3), 77-90.

Yulianti, D., & Ramadhan, A. (2023). Sarana dan prasarana inklusif di sekolah menengah. Jurnal Infrastruktur Pendidikan, 8(1), 54-62.

Yusuf, H., et al. (2022). Strategi pembelajaran adaptif bagi siswa berkebutuhan khusus. Jurnal Inklusi, 9(1), 31-39.

Zainuddin, A., & Hartati, N. (2023). Implementasi supervisi pembelajaran inklusif. Jurnal Supervisi Pendidikan, 4(2), 44-52. https://doi.org/10.61116/jksm.v2i2.440