Implementasi Kebijakan Pendidikan Inklusif Untuk Mewujudkan Kesetaraan Belajar Bagi Peserta Didik Berkebutuhan Khusus Tingkat Sma Di Surabaya

Abstract

Pendidikan inklusif adalah penyelenggaraan pendidikan yang mensyaratkan penyandang disabilitas untuk dapat belajar di sekolah terdekat dan dalam suasana di kelas biasa bersama teman-teman seusianya (Jauhari, 2017), untuk mewujudkan kesetaraan belajar karena penyandang disabilitas memiliki resiko yang tinggi dalam dunia kerja (Rahaju et al., 2020). Artikel ini berfokus kepada pendidikan tingkat SMA, karena SMA dinilai telah memiliki kematangan untuk siap terjun ke masyarakat, sehingga diperlukannya kemampuan komunikasi yang tinggi dalam meningkatkan kualitas hidupnya (Simões et al., 2015). Pendidikan inklusif diatur dalam Peraturan Gubernur Provinsi Jawa Timur Nomor 30 Tahun 2018 tentang Penyelenggaraan Pendidikan Inklusif Provinsi Jawa Timur. Artikel ini menggunakan metode kualitatif deskriptif dengan teknik pengumpulan data yaitu melalui studi kepustakaan. Tujuan dari penelitian ini adalah untuk mendeskripsikan penerapan pendidikan inklusif dalam mewujudkan kesetaraan belajar untuk PDBK tingkat SMA di Surabaya. Artikel ini dianalisis menggunakan teori Van Metter dan Van Horn, terdapat enam variabel, yaitu standar dan sasaran kebijakan, sumber daya yang dipakai, komunikasi antar organisasi, karakteristik agen pelaksana, dan kondisi sosial, ekonomi, dan politik.(Nugraha et al., 2019). Hasil dari penelitian ini adalah meski kesetaraan belajar sudah di terapkan sejak lama, namun dapat dilihat bahwa kesetaraan belajar masih belum merata kepada para penyandang disabilitas, karena ditempatkan di sekolah khusus, sehingga kurang mendapatkan sosialisasi dengan teman sebayanya yang normal. Oleh karena itu dikeluarkannya kebijakan pendidikan inklusif yang diharapkan dapat memaksimalkan kesetaraan belajar tersebut, terutama bagi para PDBK di Surabaya.
 Kata Kunci : Implementasi, Pendidikan Inklusif, Kesetaraan, Penyandang Disabilitas
 
 
 Inclusive education is the provision of education that requires persons with disabilities to be able to study at a nearby school and in an ordinary classroom atmosphere with friends of his age (Jauhari, 2017), to achieve equality in learning because people with disabilities have a high risk in the world of work (Rahaju et al. ., 2020). This article focuses on Senior High School level education, because Senior High School is considered to have the maturity to be ready to enter society, so that high communication skills are needed in improving the quality of life (Simões et al., 2015). Inclusive education is regulated in the Regulation of the Governor of East Java Province Number 30 of 2018 concerning the Implementation of Inclusive Education in East Java Province. This article uses descriptive qualitative methods with data collection techniques, namely through literature study. The purpose of this study is to describe the application of inclusive education in realizing learning equality for Senior High School level disabilities student in Surabaya. This article is analyzed using Van Metter and Van Horn theory, there are six variables, namely standards and policy objectives, resources used, communication between organizations, characteristics of implementing agents, and social, economic, and political conditions (Nugraha et al., 2019. ). The results of this study are that although equality of learning has been applied for a long time, it can be seen that equality of learning is still not evenly distributed among persons with disabilities, because they are placed in special schools, so they do not get socialization with normal peers. Therefore the issuance of an inclusive education policy which is expected to maximize the equality of learning, especially for disabilities student in Surabaya.
 Keywords: Implementation, Inclusive Education, Equitability, Disability

Pengaruh Tingkat Pendidikan Dan Semangat Kerja Terhadap Kinerja Karyawan Pada PT. Entrepreneur Multi Technology

“…Rahmat (2023) menyatakan pentingnya pendidikan adalah mendorong segera perubahan kualitas kemampuan berpikir, emosional/responsif, dan pergerakan psikologis. Tingkat pendidikan menurut Astuti (2022) adalah peran seseorang dalam pengembangan kemampuan, kualitas dan moral untuk kehidupan masa depan melalui organisasi ataupun tidak. Meskipun dengan adanya tingkat pendidikan yang dimiliki karyawan, terkadang semangat dalam bekerja masih saja kurang.…”

Implementation of Inclusive Education Policies to Create Learning Equality

“…Almost at all levels of education, the number of schools that have been designated as inclusive schools has not reached 50%. Even so, the presence of this inclusive education system has helped people with disabilities to get the same learning opportunities (Taufik & Rahaju, 2020). In its implementation at the high school level, the inclusive education policy is implemented in several stages, starting with the registration/PPDB process where there is a special path for prospective students with special needs.…”

“…Learning system at the primary and secondary school levels applies a full inclusive model approach, in which students with special needs study together with students in general in the same class (Sudarto, 2017). In this case, the Class Assistant Teacher (GPK) has a very important role, where the duties of a GPK are more in the functions of consulting, coordinating, and assisting students with special needs (Zakia in Taufik & Rahaju, 2020). With this concept, non-SLB regular schools are expected to accommodate educational services for children with special needs.…”

“…Some of these regencies/cities include, Surabaya with the location of SMA Negeri 10 Surabaya, then Malang City is located at SMAN 9 Malang City and SMA Muhammadiyah 1 Malang City, and Banyuwangi Regency has developed 22 inclusive high schools levels. (Taufik & Rahaju, 2020). The inclusive school was chosen on the grounds that the school already has human resources who are ready to implement inclusive education policies (Anggitaningdyah et al, 2009).…”

The Shifting of Special Education Orthodoxy in Implementing Inclusive Education Policies in Indonesia

“…In some regions in Indonesia, inclusive education is run well. For instance, a study by Taufik and Rahaju (2021) concluded that the inclusive education system could be implemented properly because of an appropriate number of teachers and an adequate learning atmosphere where students without disabilities accept their peers with disabilities without any discrimination. However, communication between policymakers was still constrained, so financial resources still needed to be improved to support the implementation of inclusive education (Nurwan, 2019).…”