MANAGEMENT OF IMPLEMENTATION
OF INCLUSION EDUCATION AT SMP PGRI 01 BUMI AGUNG WAY KANAN
Dimas Al Ghifari1, Hj. Siti Patimah2
Raden Intan Lampung State
Islamic University
Email:
[email protected]1, [email protected]2
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Abstract |
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This research aims to
determine inclusive education management in Way Kanan Regency. This research
is a type of qualitative descriptive research. Data collection techniques
include observation, interviews, and documentation. The research subjects
were the school committee, school principals, teachers accompanying children
with special needs, children with special needs, and parents of children with
special needs. This research is a qualitative descriptive research. The data
source in this research results from data collection carried out by
observation, interviews, and documentation. To process the validity of the
data using triangulation. Results of data analysis regarding the management
of Inclusive Education at SMP PGRI 1 Bumi Agung Way Kanan. In essence,
Education is the right of all children. Every child is born fitrah, including
children with special needs. Inclusive Education aims to make teachers and
students feel comfortable with diversity and view diversity as not a problem
but a challenge for the school environment. Keywords: Management,
Inclusive Education, Observations, Interviews, Documentation. |
Education is very important in soothing man with
creatures; other animals also learn but are still determined by instinct (Haderani, 2018). This matter can Look together at the role of
Education in build and guiding generations of capable nations to compete in
current globalization because Education seeks to contribute thoughts,
attitudes, and actions to develop potency civilization man going to harmony
with the life desired by religion, nation, and state. Education, as a supporting aspect
in all aspects of human life, must be of adequate quality (Utari, Kurniawan,
& Fathurrochman, 2020). Therefore, all educational
activities anywhere must have educational objectives in mind. Many of us then
find that the purpose of Education is more than seeking knowledge (Saihu, 2019). However, it is also the
development of individual potential and the formation of the individual's
character and morals.
In this regard, according to
Syaiful, all Education is interpreted as changing students' behavior to become
adult humans who can live independently and as members of society in the
natural environment around which they live. (Sagala, 2015). Talking about students, our focus will immediately
focus on two types of students. First, students with normal conditions. Second, students with special needs (ABK). Children with
special needs are children with special characteristics who are different from
children in general (Nisa, Mambela, &
Badiah, 2018). This special Education aims
to develop student's potential according to their abilities optimally, adapted
to the types of learning obstacles and their learning needs (Murniarti & Anastasia, 2016) The Implementation can
be a special education unit. This general education unit is organized
inclusively, as well as an inclusive education unit and a religious education
unit, which are also organized inclusively, by Government Regulation 17 of 2010
concerning the management and administration of education article 130 paragraph
2010 (Saputra, 2016). Therefore,
an education system was formed in Indonesia, one of which was through Education
in schools. Many schools were founded in cities and villages solely to meet the
educational needs of the surrounding community and to realize the ideals of the
nation's founders. Education is divided into three: regular Education, intended
for normal children. Both physically and mentally, segregation education
differentiates between normal children and those with special needs, which in
practice in Indonesia is known as Special Schools (SLB) and inclusive
Education, which is an education system that brings together normal students
with those with special needs, especially within the same school.
Therefore,
an education system was formed in Indonesia, one of which was through Education
in schools. Many schools were founded in cities and villages solely to meet the
educational needs of the surrounding community and to realize the ideals of the
nation's founders. Education is divided into three: regular Education, intended
for normal children. Both physically and mentally; segregation education, which
differentiates between normal children and those with special needs, which in
practice in Indonesia is known as Special Schools (SLB); and inclusive
Education, which is an education system that brings together normal students
with those with special needs. Especially within the same school.
Education
in regular schools is intended for normal children, so it is felt that it
cannot meet the educational needs of children with special
needs. Because in regular schools, there are not adequate learning facilities
for students with special needs. Apart from that, in regular schools, no
special teachers are trained to handle children with special needs. So, a
segregated education system was born.
Segregated
Education arises because children with special needs cannot be accommodated to
attend regular schools for the reasons mentioned above. (Nurfadillah, 2023). So, it is considered
necessary to differentiate schools for students with special needs (Marani, 2017). This segregation
education system is implemented in Indonesia by creating special schools (Irawati, 2020). With the existence of
SLB, children with special needs can get a decent education because the
education services are to the needs of these children. Because of this good
service, parents/guardians must pay a high price to send their children to SLB.
The expensive cost of Education ultimately becomes the drawback of the
segregated education system. In the end, many children with special needs from
the lower middle class cannot enjoy Education (Abady, 2018). Apart from that,
children with special needs who are "almost normal" who graduate from
SLB are less able to socialize with the community around them because they lack
the habit of communicating with normal people when they attend SLB. The shortcomings
of this segregated Education ultimately became one of the reasons for the birth
of the inclusive education system (Frimayanti, 2015). The segregative
education system is felt to be less effective because it still cannot serve
students with special needs from all levels of society and can only be enjoyed
by students with special needs with adequate parental economic levels.
Research methods are scientific. They are used to get
data with goals and usage. Based on the matter, there are four necessary
keywords noticed: method, scientific, data, purpose, and use. Scientific way
means activity to study it is based on characteristics of science, that is, rational, empirical, and systematic. Rational
means activity study That is done with the way in sense, so affordable with
reasoning man. The senses can observe Empirical berar ways so people can
differentiate in no way scientific. Systematic means the process used in
the study. This uses steps of a certain nature logically.
This research uses a qualitative
approach to describe the problems and research focus. The qualitative method is a method based on the
philosophy of postpositivism / interpretive, used To examine the conditions of
natural objects ( as his opponent is an experiment )
where the researcher does instrument key, technique data collection is carried
out in a way triangulation (combination), data analysis inductive /
Qualitative, and results study qualitative more emphasize meaning than generalization.
This method is also called the method because it studies more nature art (Less
patterned), and called the interpretive method because the result data studies
more with results interpretation of data found in the field. This method is
also frequently called the constructive method because it can scatter data
found, and then it is constructed into something more meaningful and easy to
understand. The type of research used in this research is qualitative descriptive
research, which is research on natural objects. Internal data sources study. This uses primary and
secondary data sources. Primary research data source This data is obtained
directly from interviews, observations, and observations in an individual with
head SMP N PGRI Pisang Baru, SMP N PGRI Pisang Baru teachers, and SMP N PGRI
Pisang Baru students and
methods engineering data collection, then data collection can be done with
interviews (interviews), observations (observations), and combinations both of
them. Researcher data analysis techniques use three stages: data reduction,
presentation and data (data display), and conclusion (conclusion drawing/ verification).
����������� Implementation
of Inclusive Education at SMP PGRI 1 Bumi Agung,
Bumi Agung District, Way Kanan Regency:
a.
Curriculum
Classroom Teacher Work, The
same as a supervising teacher special (GPK), has a modified curriculum by
abilities and characteristics participants educate. The curriculum used in
maintenance education inclusion, in essence, uses curriculum regular practice
at school in general, that is, the 2013 curriculum. Form modification
implemented curriculum form accommodate indicator regular students become more
shape simple customized with ability child need special. However, Because of
the diversity obstacles experienced participant education needs specifics to
vary greatly. Still, there are several materials in customized curricula with
regular (Saputra, 2016).
b.
Learners
Participant education is especially needed for
2023/2024 teaching at SMP PGRI 1 Bumi Agung, Bumi Agung District, Way Kanan
Regency, where one person has deafness. As for the system reception,
participant education is done through counseling/promotion. System promotion is
the reception participant's previous Education without use selection (Sari, Imron, &
Sobri, 2016). Therefore, those who registered become
participants educated No There is, which was rejected. Condition general in
reception participant education needs specifically for SMP PGRI 1 Bumi Agung,
Bumi Agung District, Way Kanan Regency, namely Prioritize crew members who are
far away placed stay near with school as well as amount participant educate
need special maximum 10% of amount regular students in class.
c.
Activity
Learning
Based on the results of research and interviews with
PAI teachers and supervising teachers, especially in a way general activity
classroom learning nature is flexible. Participant education needs specific to
the conditions stable can together follow learning in regular classes. PAI
teachers use handheld learning in a classic way for regular students;
meanwhile, a supervising teacher specifically guides participants' needs (Yanti, 2019).
Participant education needs to be specific to the
conditions. No stable, yes follow learning in space special with the
supervising teacher special (GPK) and temporary time go out from activity
learning in regular (Agustin, 2016).
d.
Connection
School and Society
According to observation based on research and
interviews with ABK students' guardians, the social bond among parents of
students is very high. When meeting with the committee, some parents and
students donate tools like procurement books and tools. Angklung music is used
in activities for extracurricular participants to educate them. Local
communities accept that good schools educate children who need special
education because, with education inclusion, those special can accept
Education. The same is true for normal children, who can develop themselves.
Obstacles
Encountered in the Implementation of Inclusive Education
a.
Education
Financing
Based on results, observations, and interviews with
the head school related to financing maintenance education inclusion, it was
determined that financing still needs to be at the maximum. In a related
matter, this party school gives reason because it has yet to allocate funds for
provision facilities and infrastructure. To fulfill procurement facilities and
infrastructure, special participant education needs special submission of
proposals to service education and government.
In order to maintain education inclusion, necessary
allocated financing specifically, which, among other things, is for needs:
1. Activities assessment of student input
2. Modification curriculum
3. Incentives for supervising teachers special
4. Procurement infrastructure
5. Empowerment role as well as public
6. Implementation activity: Learn how to teach.
b.
Guidance
Personnel Special
Supervising teachers: At PGRI 1 Bumi Agung Middle
School, Bumi Agung District, Way Kanan Regency, there are people with
qualifications as graduates of psychology education and who follow training
education inclusion from various institutions. Duties of the supervising
teacher special that is :
1.
Organize
assessment and administration special for participants' educational needs.
2.
Organize
curriculum modification and development of programs for participant education.
3.
Organize
service learning special with media adaptation,
providing tool help specialty and source Study special requirements For
increase results Study participant educate.
4.
Organizing
visit House For know in a way direct development participant educate need
special.
c.
Facilities
and infrastructure
Infrastructure special For
participant education needs specifically at SMP PGRI 1 Bumi Agung, Bumi Agung
District, Way Kanan Regency, namely availability of room source. Space source
consists of part room guidance, space Study specifically, space provided rest
with tool game educative. Media learning and extracurricular equipment like
tool Piano, guitar, and angklung music are also in the room source. Space
sources used To support the Implementation of maximum and meaningful learning
for development participant education need special. Internal constraints in
procurement facilities and infrastructure still need the means for therapeutic
process activities for participant education.
Thus,
ImplementingImplementation education inclusion at SMP PGRI 1 Bumi Agung Way
Kanan was very much by
George R. Terry's management theory, which carries out an activity process with
four important elements: Planning (Planning), Organizing, acting, and Controlling. So, implementing
inclusive Education will
bring benefits that always give birth to positive values for all students and
girls, especially in
improving abilities; inclusive Education provides Education about the value of
difference and diversity so that children will respect and help each other preparation
for facing social life.
Based on the discussion and research results outlined
before, the writer concludes with the Implementation of Inclusive Education at
SMP PGRI 1 Bumi Agung Way Kanan. It can be concluded that Every child born in
the state of Fitrah incl, including children, needs special conditions and
their differences clothing is not a sin at all curse, but destiny defaults in
parts of human nature. On the basis of This treatment, in a way, the
dehumanization of children is caused by the construction culture the society makes
it fate they are not lucky enough.
1. Inclusive Education is a centralizing process of
attention and response. Diversity needs participant education, and diversity
covers diverse abilities that are not the same as children's. Inclusive
Education is innovation progressive, specifically for children with special.
Inclusive Education aims for teachers and participants to feel comfortable in
diversity and look for diversity. No problem. However, it is a challenge for
the school environment.
2. Inclusive Education at SMP PGRI 01 Bumi Agung Way
Kanan is running Good by Base theory management and running Good.
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