Manajemen Pembelajaran Inklusi Dalam Mewujudkan Mutu Pendidikan

Abstract

Abstrak: Tujuan penelitian ini mendeskripsikan perencanaan, pengorganisasian, pelaksanaan, evaluasi, faktor pendukung dan penghambat manajemen pembelajaran iklusi terkait upaya sekolah meningkatkan mutunya. Penelitian ini merupakan penelitian lapangan dengan pendekatan kualitatif. Subyek penelitian adalah kepala sekolah, guru kelas, dan koordinator inklusi. Pengumpulan data dengan menggunakan wawancara, observasi, dan studi dokumen. Validasi data menggunakan triangulasi data dan sumber. Analisis data menggunakan metode deskriptif kualitatif. Hasil penelitian menunjukkan guru memiliki wewenang dan tanggung jawab untuk melakukan beberapa langkah kegiatan yang meliputi: pembuatan silabus, RPP, PPI, dan program kerja guru pendamping khusus yang berisi agenda kegiatan siswa berkebutuhan khusus selama satu tahun. Menyajikan materi secara sistematis dan jelas, menciptakan iklim belajar demokratis dan partisipatif, menjaga kewibawaan guru di dalam kelas, dan penggunaan metode mengajar yang bervariasi. Faktor pendukungnya yaitu peran kepala sekolah merupakan pemimpin yang memiliki tanggung jawab besar dalam melaksanakan pendidikan dan lingkungan sekolah yang nyaman. Faktor penghambat adalah kompetensi guru yang masih kurang dalam kualifikasi akademik dan kurangnya variasi metode mengajar di dalam kelas. Kata kunci: manajemen, pembelajaran inklusi, mutu pendidikan Abstract: The purpose of this study is to describe planning, organizing, implementing, evaluating, supporting factors and inhibiting learning management related to school improving quality. This research is a qualitative field research. The research subjects were the principal, class teacher, and inclusion coordinator. Data collection using interviews, observation, and document study. Data validation uses data and source triangulation. Data analysis using qualitative descriptive methods. The results of the study show that the teacher has the authority and responsibility to carry out several steps of activities which include: making syllabus, RPP, PPI, and special accompanying teacher work programs that contain the agenda of activities for students with special needs for one year. Presenting systematic and clear material, facilitating learning and participatory learning, supporting the authority of the teacher in the classroom, and using various teaching methods. The supporting factor is the role of the principal who has a great responsibility in carrying out education and a comfortable school environment. The inhibiting factor is the competence of teachers who are still lacking in academic qualifications and also variations in teaching methods in the classroom.

A Case Study of Classroom Management in an Inclusive School: Teachers' Strategies in Overcoming Bulliying in Early Childhood Education

“…The action occurred between normal students and students with Down syndrome due to disputes over toys and the child's stubbornness. One of the factors causing bullying is that children with active temperaments tend to solve problems vigorously and become more aggressive (Natalia & Mundilarno, 2019). Therefore, when an argument arises due to the child's active temperament, the child chooses to resolve the argument with violence.…”

“…Students are also easy to organize by sitting in a circle (Iswantiningtyas & Wulansari, 2019). A poorly organized classroom will be an obstacle for students and teachers in the learning process (Natalia & Mundilarno, 2019).…”

Special Assistance Teachers Learning Strategies for Slow Learner Students in Inclusive Elementary Schools

“…The pre-instructional stages carried out by the GPK align with the theory of inclusive learning management, where the GPK prepares RPH according to the abilities and needs of students and implements the approach as a first step before starting learning for slow learner students (Natalia, 2019).…”