Strategi Pengorganisasian Pembelajaran Inklusif untuk Anak Berkebutuhan Khusus di Sekolah Dasar

  • Isyatul Karimah Magister Manajemen Pendidikan, FKIP, Universitas Ahmad Dahlan, Kota Yogyakarta, Daerah Istimewa Yogyakarta,  Indonesia
  • Suyatno Suyatno Magister Manajemen Pendidikan, FKIP, Universitas Ahmad Dahlan, Kota Yogyakarta, Daerah Istimewa Yogyakarta,  Indonesia
  • Sukirman Sukirman Magister Manajemen Pendidikan, FKIP, Universitas Ahmad Dahlan, Kota Yogyakarta, Daerah Istimewa Yogyakarta,  Indonesia
DOI: https://doi.org/10.51169/ideguru.v10i1.1464

Abstrak

Penelitian ini bertujuan untuk mengidentifikasi strategi efektif dalam pengorganisasian pembelajaran inklusif bagi anak berkebutuhan khusus di sekolah dasar. Metode penelitian yang digunakan adalah kualitatif eksploratif, dengan sumber data utama berupa observasi, wawancara, dan dokumentasi di Sekolah Kreatif Muhammadiyah 2 Bontang, Kalimantan Timur. Penelitian ini menemukan bahwa strategi kolaboratif dan komprehensif, pengembangan profesional berkelanjutan, pendekatan diferensiasi, serta pengendalian dan pengawasan yang ketat merupakan kunci keberhasilan dalam implementasi pendidikan inklusif. Melalui analisis data, menunjukkan bahwa kolaborasi antara guru, orang tua, dan tenaga pendidik sangat penting untuk menciptakan lingkungan belajar yang inklusif dan mendukung perkembangan anak berkebutuhan khusus. Penelitian ini merekomendasikan peningkatan pelatihan guru, serta keterlibatan aktif komunitas dan dukungan dari pihak-pihak terkait untuk mengatasi tantangan dalam pendidikan inklusif dan mencapai hasil yang lebih optimal. Dengan demikian, diharapkan dapat meningkatkan kualitas pendidikan inklusif di Indonesia dan memberikan kesempatan yang lebih baik bagi anak berkebutuhan khusus untuk mencapai potensi mereka secara maksimal dan berkelanjutan.

Kata Kunci: Anak berkebutuhan khusus, pembelajaran inklusif, pengorganisasian, sekolah dasar

Data Unduhan PDF

Data unduhan belum tersedia.
Diterbitkan
2024-11-04
Bagaimana cara mengutip:
Karimah , I., Suyatno, S., & Sukirman , S. (2024). Strategi Pengorganisasian Pembelajaran Inklusif untuk Anak Berkebutuhan Khusus di Sekolah Dasar. Ideguru: Jurnal Karya Ilmiah Guru, 10(1), 396-403. https://doi.org/10.51169/ideguru.v10i1.1464
Terbitan
Vol 10 No 1 (2025): Edisi Januari 2025
Bagian
Artikel Penelitian

Copyright (c) 2024 Isyatul Karimah, Suyatno Suyatno, Sukirman Sukirman

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Abstrak viewed: 315 times
PDF downloaded: 221 times

Referensi

Ainscow, M., Booth, T., & Dyson, A. (2004). Understanding and developing inclusive practices in schools: a collaborative action research network. International Journal of Inclusive Education, 8(2), 125–139. https://doi.org/10.1080/1360311032000158015

Anderson, R. E., & Dexter, S. (2005). School Technology Leadership: An Empirical Investigation of Prevalence and Effect. Educational Administration Quarterly, 41(1), 49–82. https://doi.org/10.1177/0013161X04269517

Bush, T. (2014). Educational leadership and leadership development in Africa. Educational Management Administration & Leadership, 42(6). https://doi.org/10.1177/1741143214549135

Creswell, J. . (2014). Research Design. In Pendekatan Metode Kualitatif, Kuantitatif, dan Campuran. Pustaka Belajar.

Epstein, J. L. (2018). School, Family, and Community Partnerships. In Preparing Educators and Improving Schools. Routledge. https://doi.org/https://doi.org/10.4324/9780429494673

Florian, L. (2015a). Inclusive Pedagogy across the Curriculum. International Perspectives on Inclusive Education. https://doi.org/https://doi.org/10.1108/S1479-363620150000007006

Florian, L. (2015b). The inclusive classroom. In Educating exceptional children. Wadsworth Cengage Learning. https://doi.org/https://doi.org/10.1108/S1479-363620150000007001

Friend, M., & Cook, L. (2016). Interactions. In Collaboration Skills for School Professionals. Pearson Education.

Frost, S. H., & Dreher, G. F. (2017). Building effective working relationships. Sage Publications.

Fullan, M. (2011). Change leader : learning to do what matters most. In Journal of Chemical Information and Modeling. John Wiley & Sons.

Haryanto, H., Ghufron, A., Suyantiningsih, S., & Kumala, F. N. (2022). The correlation between digital literacy and parents’ roles towards elementary school students’ critical thinking. Cypriot Journal of Educational Sciences, 17(3), 828–839. https://doi.org/10.18844/cjes.v17i3.6890

Hersi, A. A. (2010). Darling-Hammond: The flat world and education: How America’s commitment to equity will determine our future. Journal of Educational Change, 11(3), 291–295. https://doi.org/10.1007/s10833-010-9137-7

Hoy, W. K., & Miskel, C. G. (2005). Educational administration: Theory, research, and practice. McGraw-Hill.

Husein Umar. (2014). Metode Penelitian untuk Skripsi dan Tesis Bisnis. In PT RajaGrafindo Persada.

Ilham, D., & Suyatno, S. (2020). Pengembangan manajemen kurikulum dan pembelajaran di pondok pesantren. Jurnal Akuntabilitas Manajemen Pendidikan, 8(2), 186–195. https://doi.org/10.21831/jamp.v8i2.32867

Juwono, I. D., & Kumara, A. (2011). Pelatihan Penyusunan Rancangan Pembelajaran Pada Guru Sekolah Inklusi: Studi Kasus Pada SD"X di Yogyakarta. Proceeding PESAT (Psikologi, Ekonomi, Sastra, Arsitektur & Sipil.

Kadir, A. (2016). Penyelenggaraan Sekolah Inklusi Di Indonesia. Jurnal Pendidikan Agama Islam (Journal of Islamic Education Studies), 3(1), 1. https://doi.org/10.15642/jpai.2015.3.1.1-22

Katz, J. (2015). Implementing the Three Block Model of Universal Design for Learning: Effects on Teachers’ Self-Efficacy, Stress, and Job Satisfaction in Inclusive Classrooms K-12. International Journal of Inclusive Education. https://doi.org/http://dx.doi.org/10.1080/13603116.2014.881569

Kawser, U., Ahmed, M., & Ahmed, M. (2016). Barriers of Inclusive Education in Bangladesh: Making Inclusion a Reality. Journal of Social Sciences & Humanities Research, 2(2), 1–4.

Komariah Aan, D. S. (2011). Metode Penelitian Kualitatif. Alfabeta.

Kriswanto, D., & Suyatno, S. (2023). Strategi Pelaksanaan Pembelajaran ABK di Sekolah Inklusif Selama Masa Pandemi Covid-19. Jurnal Basicedu, 7(4), 2360–2367. https://doi.org/10.31004/basicedu.v7i4.5855

Kriswanto, D., Suyatno, & Sukirman. (2023). Penyelenggaraan Pendidikan Inklusif di Sekolah Dasar: Analisis Faktor-Faktor dan Solusi yang Ditawarkan. Jurnal Basicedu, 7(5), 3081–3090. https://doi.org/10.31004/basicedu.v7i5.6167

Marzano, R. J. (2003). What works in schools: Translating research into action. https://www.researchgate.net/publication/237948448_What_works_in_schools_Translating_research_into_action

Mella, P. (2015). Give Me an Arrow and I Will Construct a World for You. Creative Education, 06(06). https://doi.org/10.4236/ce.2015.66059

Mitchell, D. (2014). What Really Works in Special and Inclusive Education. In Using Evidence-Based Teaching Strategies. Routledge. https://doi.org/https://doi.org/10.4324/9780203105313

Nasution, I., Safitri, M., Halawa, S., Zuchairunnisa, Z., Khotimah, N., & Ramadhan, S. (2023). Peranan Supervisi Pendidikan dalam Meningkatkan Mutu Pendidikan. Sublim: Jurnal Pendidikan, 1(1). https://doi.org/10.33487/sublim.v1i1.5606

Sailor, W. (2017). Equity as a Basis for Inclusive Educational Systems Change. Australasian Journal of Special Education, 41(1), 1–17. https://doi.org/10.1017/jse.2016.12

Sekolah Kreatif. (2022). Portal Literasi Sekolah Kreatif Muhammadiyah 2 Bontang. Program Banpelis Nyalanesia. https://sdmuh2bontang.banpelis1.id/

Smith, L. H., & Renzulli, J. S. (1984). Learning style preferences: A practical approach for classroom teachers. Theory Into Practice, 23(1), 44–50. https://doi.org/10.1080/00405848409543088

Sugiyono, Dr, P. (2015). Metode penelitian pendidikan. Cv. Alfabeta.

Tomlinson, C. A. (2014). The differentiated classroom. In Responding to the needs of all learners (2nd ed., pp. 45–184). ASCD.