Evaluation of The Implementation of The Inclusion Program

Rokhim, Abdul; Suryadi, Suryadi; Supadi, Supadi

doi:10.23887/ijee.v5i4.37217

Cited by 3 publications

(3 citation statements)

References 33 publications

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“…Based on the results of interviews, the application for special needs has various obstacles in the field because of the different characteristics that children have in several types of behavior. This aligns with Diahwati and Suprihatiningrum (Rokhim et al, 2021). The challenges of inclusive education in learning activities include that classes must remain harmonious, given the diverse population.…”

Section: Implementation Of Ppi In Optimizing the Abilities Of Heterog...mentioning

confidence: 54%

Individual Learning Program As Implementation of Inclusive Education in Integrated PAUD Mutiara Yogyakarta

Hibana

2023

QLMN

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This study aims to describe and analyze the Individual Learning Program/PPI to formulate a learning process based on an assessment made of student profiles. PPI implementation is expected to optimize the abilities of heterogeneous children in the Mutiara Yogyakarta Integrated PAUD. This research is qualitative research with a field study with a descriptive research type. The data sources used were primary data, namely from teachers and students at the Mutiara Yogyakarta Integrated PAUD, and secondary data from books, journals, magazines, and documentation by this study. The data collection tools for this research were interviews with PAUD teachers, observation of individual learning programs, and documentation of Field Learning Programs. Data analysis was done using the triangulation method by sorting, grouping, and concluding. The research results on the Individual Learning Program implemented at the Mutiara Yogyakarta Integrated PAUD are four: planning, implementation, evaluation, and follow-up. The PPI concept aligns with one of the Pearl Pillars of Integrated PAUD Education, as a Child-Centered. All activity programs are designed based on the needs and conditions of the child, with individual attention. PPI planning is carried out by involving a written agreement with the parents. In this case, parents are involved in program design and implementation.

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Section: Implementation Of Ppi In Optimizing the Abilities Of Heterog...mentioning

confidence: 54%

Individual Learning Program As Implementation of Inclusive Education in Integrated PAUD Mutiara Yogyakarta

Hibana

2023

QLMN

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“…Dengan demikian, anggota masyarakat dan orang tua diharapkan untuk berpartisipasi aktif dan berkolaborasi dalam pelaksanaan pendidikan inklusi yang berkualitas (Moberg, et al, 2020 Rasio tersebut menyebabkan banyak peserta didik ABK yang tidak terlayani dengan baik di sekolah inklusi jenjang SD. Kehadiran GPK sangat membantu proses belajar ABK di kelas (Rokhim, et al, 2021). Peran GPK…”

Section: Pendahuluanunclassified

Program Mahasiswa Pendamping Anak Berkebutuhan Khusus Sebagai Suporting Guru Pembimbing Khusus di Sekolah Inklusi Kota Surakarta

Yusuf

Anggarani

Wiliyanto

et al. 2023

speed

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Pusat Layanan Disabilitas dan Pendidikan Inklusif (PLDPI) Kota Surakarta merupakan UPT yang membawahi layanan sekolah inklusi di Surakarta. Sekolah inklusi yang berada di bawah UPT PLDPI berjumlah 19 sekolah Jenjang SD, 10 sekolah jenjang SMP dan 5 sekolah jenjang SMA/SMK. Mitra berada di Kota Surakarta yang meruapkan kota ramah anak dan kota inklusi sejak tahun 2013. Fokus Program Pengabdian ini sekolah inklusi jenjang SD di Kota Surakarta memiliki jumlah yang paling banyak dengan jumlah sekolah yaitu 16 sekolah dan Anak Berkebutuhan Khusus (ABK) per tahun 2022 adalah 280 peserta didik ABK. Dengan ini permasalahan mitra menjadi sangat komplek salah satunya yang dikeluhkan adalah masalah ketersediaan Guru Pendamping Khusus di Sekolah Inklusi jenjang SD. Dengan adanya masalah tersebut pihak pengusul pengabdian kepada masyarakat internasional dan mitra bekerjasama untuk memberikan kesempatan mahasiswa UNS semester 5 bisa magang selama 1 bulan sebagai suporting GPK di Sekolah Dasar Inklusi Kota Surakarta. Hal ini akan mengatasi masalah mitra yaitu PLDPI juga untuk menjalankan aturan PERWALI dalam memberikan layanan yang optimal bagi ABK di Kota Surakarta. Untuk mengatasi kesenjangan dalam penyediaan GPK tersebut, maka melalui Program Merdeka Belajar Kampus Merdeka (MBKM), sangat dimungkinkan dapat diatasi dengan melibatkan mahasiswa yang memenuhi syarat melalui Program Mahasiswa Pendamping Anak Berkebutuhan Khusus di Sekolah Inklusi yang selanjutnya disingkat dengan MAPING-AKSI sebagai wujud program magang. Program Mahasiswa Pendamping Anak Berkebutuhan Khusus sebagai suporting Guru Pembimbing Khusus di Sekolah Inklusi Kota Surakarta dilaksanakan untuk dalam tahapan tiga tahap yang diharapkan dapat menjadi solusi permasalahan mitra, yaitu tahap persiapan, pelaksanaan, evaluasi dan pelaporan.

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“…Based on the results of research (Rokhim et al, 2021) related to the Evaluation of The Implementation of The Inclusion Program, it shows that there are no accompanying teachers for students with special needs in schools due to the limited competence of teachers in the field of inclusive education, the facilities and infrastructure that support the learning processes are still incomplete (Al-Shanawani, 2019;Ayyusufi et al, 2022;Aziz et al, 2018). In addition, the criteria in the education process that can support the achievement of quality educational services for students with special needs can be seen when an educational institution is able to cultivate mutual respect among the school members, big support and role of the principal in engaging all parties, and partnerships.…”

Section: Introductionmentioning

confidence: 99%

Application of the CIPP Model in Evaluation of The Inclusive Education Curriculum in Madrasah Aliyah

Agus

Juliadharma²,

Djamaluddin³

2023

NJMPI

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This research aims to measure the quality of implementation of the inclusive education curriculum using the CIPP evaluation model (context, Input, Process, and Product) at Madrasah Aliyah Negeri 1 Tidore, Madrasah Aliyah Negeri 2 Tidore, Madrasah Aliyah Negeri Insan Cendekia West Halmahera, and Madrasah Aliyah Negeri 1 Ternate. Precisely the fulfillment of the right of all learners to an equitable education that meets their basic learning needs and understands diversity. This research was conducted at Madrasah Aliyah Negeri spread across the province of North Maluku, with the sampling technique used was Stratified Sampling because the researchers divided (stratified) the population on certain characteristics by having four schools as research locations involving the principal, one teacher and one student in each school. The data collection technique used is the implementation scale of the inclusive education curriculum as the main instrument and also a checklist sheet as a reinforcement for the information obtained. The variables in this research are only focused on the implementation of the inclusive curriculum. The result shows that the four schools studied have met the components of context, input, and process in the implementation of the inclusive education curriculum, while the product components have not been fulfilled optimally. This research is also expected to provide focus of attention on educational institutions in providing optimal educational services to students with special needs.

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Evaluation of The Implementation of The Inclusion Program

Cited by 3 publications

References 33 publications

Individual Learning Program As Implementation of Inclusive Education in Integrated PAUD Mutiara Yogyakarta

Individual Learning Program As Implementation of Inclusive Education in Integrated PAUD Mutiara Yogyakarta

Program Mahasiswa Pendamping Anak Berkebutuhan Khusus Sebagai Suporting Guru Pembimbing Khusus di Sekolah Inklusi Kota Surakarta

Application of the CIPP Model in Evaluation of The Inclusive Education Curriculum in Madrasah Aliyah

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