Disertasi

Implementasi kebijakan pendidikan inklusif pada satuan pendidikan menengah pertama ( Studi Multi Kasus di SMPN 30 Gresik, SMP Muhammadiyah 4 Gresik, and MTs Ihyaul Ulum Dukun Gresik) / Supriyanto

Abstrak
Inclusive education is a global and national commitment that guarantees every child including those with special needs (PDBK) equal access to quality education without discrimination. Although national regulations are comprehensive the implementation of inclusive education in schools still faces various obstacles including limited resources a lack of understanding among stakeholders and inadequate environmental support. Gresik Regency was chosen as the research location because it has a unique approach to managing inclusion through the UPT Resource Center with the support of the local government community and educational foundations. The focus of this research includes (1) the process of implementing inclusive education policies (2) the dynamics of interaction between actors in the implementation of inclusive education policies and (3) the impact of inclusive policies. The study used a qualitative approach with a multi-case study design in three schools SMPN 30 Gresik (public) SMP Muhammadiyah 4 Gresik (Muhammadiyah private) and MTs Ihyaul Ulum Dukun Gresik (NU-based private). Data were obtained through in-depth interviews participant observation and document review. The analysis used the interactive model of Miles Huberman and Salda ntilde a while data validity was tested through triangulation of sources methods and time. The results of the study show that the implementation of inclusive education policies follows both top-down and bottom-up patterns. The implementation process includes preparing inputs (regulations teachers infrastructure funding assessment) disseminating information to teachers parents and the community improving teacher competence through training and cooperation with external institutions modifying the curriculum based on differentiation implementing flexible and transformative learning managing disability-friendly infrastructure and strengthening community participation and cross-sector partnerships. The dynamics of interaction between actors show that policy implementation is not only technical but also social. Principals teachers special assistant teachers parents foundations Resource Centers and communities play a crucial role in overcoming resistance through intensive communication formal and informal collaboration and negotiation. sarise both internally (unprepared teachers regular students) and externally (parents community) but they can be overcome through socialization assistance and proof of the success of inclusive practices. The implementation of this policy has had a tangible positive impact. First access to education for students with special needs has increased without discrimination. Second school culture has become more adaptive humanistic and collaborative with teachers and students demonstrating empathy and tolerance. Third many students with special needs have shown academic and non-academic achievements that have increased public confidence in inclusive schools. Fourth innovations have emerged in budget management especially in private schools that allocate special funds for the needs of PDBK. However this study also found significant challenges the limited number of special assistant teachers facilities and infrastructure that are not yet fully disability- friendly limited funds (especially in public schools) a weak assessment system and stigma and resistance from some teachers parents and the community. These factors slow down the optimization of policy implementation. The study concludes that the implementation of inclusive education policies in junior high schools/MTs in Gresik Regency has been carried out but is not yet optimal. Success is highly dependent on the capacity of actors communication and collaboration across institutions as well as support in terms of facilities infrastructure and funding. Recommendations are addressed to (1) local governments to strengthen derivative regulations provide needs-based funding and facilitate ongoing training (2) schools to strengthen inclusion management build strategic communication and develop a collaborative culture and (3) teachers to continue improving inclusive pedagogical competencies through training and learning communities. Further research is recommended to develop an implementation evaluation model assess the comparative effectiveness of different schools and formulate strategies to mitigate social resistance to inclusive education.

Informasi Detail

DDC

Rd 371.9046 SUP i

Prodi

Universitas Negeri Malang. Program Studi Manajemen Pendidikan, 2025.

Deskripsi Fisik

xx, 518 lembar : ilus. ; 30 cm.

Bahasa

No Reg

00272/RD/25

Edisi

Disertasi (Pascasarjana)--Universitas Negeri Malang. 2025

Subjek

1. PENDIDIKAN INKLUSIF - IMPLEMENTASI KEBIJAKAN
2. MANAJEMEN DAN ORGANISASI SEKOLAH - PENDIDIKAN INKLUSIF
3. INCLUSIVE EDUCATION - POLICY IMPLEMENTATION

Pembimbing

1. Prof. Dr. Ali Imron, M.pd, M.si; 2. Dr. H. A. Supriyanto, M.pd, M.si; 3. Dr. Asep Sunandar, S.pd, M.ap.

Lampiran Berkas