Management of Inclusive Education: An Implementation

Abstract

This research aims to analyze the implementation of inclusive education so that a new concept is found regarding the implementation of inclusive education management that can provide equality for all students. The research method used is qualitative, using data collection techniques through observation, interviews, and documentation. The research results show that: 1) The school has achieved several successes in implementing inclusive education, but there are still several aspects that the school is not fully ready for. 2) Schools have certain strategies for implementing inclusive education, especially by optimizing the role of special guidance teachers to handle children with special needs. 3) The main challenge faced by schools is related to providing programs to develop the potential of children with special needs because, currently, there are no programs available to develop their potential. Data was collected using questionnaire techniques, observation, and interviews. The results of the research show that the implementation of inclusive education has not been optimally implemented; there are still several things that have not even been fulfilled. For this reason, it is hoped that every school will implement inclusive education management under its management steps.

Increasing Understanding of the Islamic Religion Through Interactive Methods for Children with Special Needs

“…Teachers need to direct students more intensively when playing roles to ensure the moral message of the story can be understood correctly by disabled children with disabilities (Aprinawati, 2017). Nevertheless, role-playing remains an effective and enjoyable teaching method to increase the understanding of disabled ABK students towards stories in the Islamic religion, which are full of noble moral values (Apriliani et al, 2024;Rahmat & Yahya, 2022).…”

Analisis Butir Soal Ulangan Harian Siswa Mata Pelajaran PPKn Kelas IV Menggunakan Rach Model di Madrasah Ibtidaiyah Negeri

“…Pembelajaran dilakukan dengan adanya interaksi peserta didik dengan pendidik akan memiliki kaitan satu dengan lainnya, pendidik harus mampu melakukan perubahan terhadap siswa sehingga siswa memiliki pengetahuan yang baik terhadap sesuatu hal sehingga memberikan hasil baik terhadap siswa (Adimsyah et al, 2023;Fauzi & Masrupah, 2024;Komarodin & Rofiq, 2023;Mardapi, 2017). Dengan demikian pendidik yang menjadi tempat utama bagi siswa dalam pendidikan, tidak hanya memberikan pembelajaran namun pendidik dapat melakukan pengevaluasian terhadap proses belajar siswa (Apriliani et al, 2024;Arif et al, 2023;Widyaningsih & Yusuf, 2018).…”

“…Kesukaran butir soal adalah skala yang ada pada siswa dalam penentuan menjawab soal yang benar dengan penjumlahan di seluruh peserta tes yang ada (Rahayu & Djazari, 2016). Daya pembeda merupakan kecakapan pada butir soal dalam perbedaan komponen pada sudut pandang dalam mengukur kontras terdapat pada suatu komponen tersebut (Apriliani et al, 2024;Bagiyono, 2017;Fitriani et al, 2024). Soal yang mempunyai daya beda baik ketika dapat melihat sebuah perbedaan antara kompetensi yang tinggi dan rendah dari siswa tersebut (Sumintono & Widhiarso, 2015).…”

Management Analysis of Inclusive Educators

“…Inclusive education management is the overall process of joint activities in the field of inclusive education which includes planning, organizing, managing, and evaluating by using and utilizing available facilities, both personnel, material, and spiritual, to achieve educational goals effectively and efficiently (Agustin, 2019;Umami, 2016). Mansur stated that the Management standards for the Implementation of Inclusive Education are Educators, Student Affairs, Infrastructure, Funding, Environmental Management, Curriculum, Special Service Management, Monitoring Applications for ABK (Apriliani, Pahrudin, Koderi, & Syafril, 2024). The standards for teaching staff in inclusive education units include: 1) Educators and educational staff in educational units providing inclusive education are required to have learning competencies for students in general and with special needs, 2) Each educational unit providing inclusive education is required to have a special supervising teacher.…”