EVALUATION OF IMPLEMENTATION OF INCLUSIVE EDUCATION PROGRAM FOR EARLY CHILDREN
DOI:
https://doi.org/10.22236/jkpuhamka.v6i1.13156Keywords:
Evaluation, inclusive education, early childhoodAbstract
This study aims to determine the various components that can influence the effectiveness of the inclusive education program. The program evaluation method and model used in this study is program evaluation research with a qualitative approach, using the Discrepancy Evaluation Model developed by Malcolm Provus using 4 stages. The results of this study indicate that the evaluation of early childhood inclusive education implemented by TKIT Assunah Cirebon City using the Discrepancy Model Evaluation (DEM) method is very important for the early childhood inclusive education community that requires special attention, where the implementation of inclusive education is in accordance with standard regulations. The results of the SWOT analysis show that the coordinate points (X, Y) are obtained, namely (3.5;-3) so that the intersection points are obtained which are in quadrant II which shows that there are more strengths than threats, weaknesses and opportunities. Where the strength is the use of a more simplified inclusive education curriculum so that it is easy to adapt to children with special needs. In addition, the existence of workshops/training for human resources can overcome threats to teacher competence as well as difficulties for class assistant teachers to balance learning for inclusive early childhood education because they have never participated in inclusive education program training. So that there is a need for support from the Principal and the Committee to provide training related to early childhood inclusive education for children with special needs.
Downloads
References
Adi Isbandi Rukminto. (2015). Pengembangan Masyarakat Dan Intervensi Komunitas Pengantar Pada Pemikiran Dan Pendekatan Praktis. (Pt. Raja Grafindo.
Anggraeni, D., Hartati, S., & Nurani, Y. (2019). Implementasi Metode Bercerita Dan Harga Diri Dalam Meningkatkan Kemampuan Berbicara Anak Usia Dini. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 3(2), 404. Https://Doi.Org/10.31004/Obsesi.V3i2.224
Arikunto Suharsimi. (2013). Penilaian Program Pendidikan (: Proyek P).
Ayu, N. M. L., Luh Ayu Tirtayani, S.Psi., M. P., & .,Dr. Ida Bagus Gede Surya Abadi, S.E., M. . (2019). Evaluasi Program Paud Inklusi Di Kota Denpasar Ditinjau Dari Hasil Belajar Dan Perencanaan Program Lanjutan. Jurnal Pendidikan Anak Usia Dini Undiksha, 7(1), 57. Https://Doi.Org/10.23887/Paud.V7i1.18747
Effendi Susanto. (2021). Kajian Tentang Pelaksanaan Pendidikan Inklusif Dengan Analisis Swot Di Smp Negeri Inklus. Pendidikan Luar Biasa, Fip, Unesa, 3(4), 2.
Feuerstein. (2012). Partners In Evaluation (F. E. P. Wadjidi. (Ed.)). Alihbahasa.
Handayani, T., & Rahadian, A. S. (2013). Peraturan Perundangan Dan Implementasi Pendidikan Inklusif. Masyarakat Indonesia Jurnal Ilmu Sosial, 39(1). Https://Doi.Org/Https://Doi.Org/10.14203/Jmi.V39i1.307
Haryono, Syaifudin, A., & Widiastuti, S. (2015). Evaluasi Pendidikan Inklusif Bagi Anak Berkebutuhan Khusus (Abk) Di Provinsi Jawa Tengah. Jurnal Penelitian Pendidikan, 32(2).
Juherna, E., Purwanti, E., Melawati, M., & Utami, Y. S. (2020). Implementasi Pendidikan Karakter Pada Disabilitas Anak Tunarungu. Jurnal Golden Age, 4(1). Https://Doi.Org/Https://Doi.Org/10.29408/Goldenage.V4i01.1809
Kemdikbud. (2018). Ayo, Dukung Percepatan Pendataan Siswa Penyandang Disabilitas Di Sekolah Inklusif. Retrieved From Kementrian Pendidikan Dan Kebudayaan: Https://Www.Kemdikbud.Go.Id/Main/Blog/2019/11/Ayo-Dukung-Percepatan-Pendataan-Siswa-Penyandang-Disabilitas-Di-Sekolah-Inklusif
Liani, S., & Barsihanor. (2021). Peran Guru Pendamping Khusus Pada Program Layanan Pendidikan Inklusi Di Tk Idaman Banjarbaru. Indonesian Journal Of Early Childhood: Jurnal Dunia Anak Usia Dini, 3(1).
Linh, P. H. T., & Azar, A. S. (2019). A Comparative Study Of The Inclusive Education Policy In Vietnam And Malaysia: Proposed Solutions For Sustainable Development Education In Vietnam. Education Quarterly Reviews, 2(3). Https://Doi.Org/10.31014/Aior.1993.02.03.86
Lukitasari, S. W., Sulasmono, B. S., & Iriani, A. (2017). Evaluasi Implementasi Kebijakan Pendidikan Inklusi. Kelola: Jurnal Manajemen Pendidikan, 4(2), 121. Https://Doi.Org/10.24246/J.Jk.2017.V4.I2.P121-134
Maemunah, S., Fakhruddin, & Rusdarti. (2021). The Management Of Inclusive Early Childhood Education (Paud) Based On Holistic Integrative. Proceedings Of The 6th International Conference On Science, Education And Technology. Https://Doi.Org/Https://Doi.Org/10.2991/Assehr.K.211125.099
Miles, S., & Singal, N. (2014). The Education For All And Inclusive Education Debate: Conflict, Contradiction Or Opportunity? International Journal Of Inclusive Education, 14(1), 1–15. Https://Doi.Org/10.1080/13603110802265125
Moleong, L. J. (2012). Metodelogi Penelitian Kualitatif Edisi Revisi. Pt. Remaja Rosdakarya.
Mudjito. (2014). Pendidikan Inklusif. Baduose Media.
Mularsih, H. (2019). Gambaran Pelaksanaan Pendidikan Inklusi Sekolah Dasar Negeri Di Jakarta Barat. Jurnal Muara Ilmu Sosial, Humaniora, Dan Seni, 3(1), 94. Https://Doi.Org/10.24912/Jmishumsen.V3i1.3600
Mursita, R. A. (2015). Respon Tunarungu Terhadap Penggunaan Sistem Bahasa Isyarat Indonesa (Sibi) Dan Bahasa Isyarat Indonesia (Bisindo) Dalam Komunikasi. Inklusi, 2(2), 221. Https://Doi.Org/10.14421/Ijds.2202
Mustafa, P. S. (2021). Model Discrepancy Sebagai Evaluasi Program Pendidikan. Palapa, 9(1), 182–198. Https://Doi.Org/10.36088/Palapa.V9i1.1067
Purnama, A., Abadi, I., & Abidatul Chasanah. (2017). Implementasi Pendidikan Inklusi Dalam Pembelajaran Sentra Dan Lingkaran Di Paud Terpadu Al Fajr Cepu. Prosiding Seminar Nasional Hasil Penelitian Dan Pengabdian Kepada Masyarakat Ii.
Rangkuti. (2007). Analisis Swot Teknik Membedah Kasus Bisnis. Pt Gramedia Pustaka Utama.
Rusydi Ananda. (2017). Pengantar Evaluasi Program Pendidikan. Perdana Mulya Sarana.
Satyani, I. S. C., Suwasono, A. A., & Cahyadi, J. (2018). Perancangan Media Pembelajaran Animasi Bahasa Isyarat Untuk Anak Disabilitas Tuna Rungu Usia 5-8 Tahun. Jurnal Dkv Adiwarna, Universitas Kristen Petra, 1(2).
Shofa, M. F. (2018). Implementasi Manajemen Pendidikan Inklusi Di Paud Inklusi Saymara Kartasura. At-Tarbawi: Jurnal Kajian Kependidikan Islam, 3(2). Https://Doi.Org/10.22515/Attarbawi.V3i2.1337
Singh, S., Kumar, S., & Singh, R. K. (2020). A Study Of Attitude Of Teachers Towards Inclusive Education. Shanlax International Journal Of Education, 9(1), 189–197. Https://Doi.Org/10.34293/Education.V9i1.3511
Sugiyono. (2018). Metode Penelitian Kuantitatif. Bandung : Alfabeta.
Sunders James. (2016). The Program Evaluation Standards Editon 2. Sage Publications Ltd.
Syahria Anggita Sakti. (2020). Implementasi Pendidikan Inklusif Pada Lembaga Pendidikan Anak Usia Dini Di Indonesia. Jurnal Golden Age, 4(2).
Takdiroatun Musfiroh. (2013). Cerita Untuk Anak Usia Dini. Tiara Wacana.
Windarsih, C. A., Jumiatin, D., Efrizal, E., Sumini, N., & Utami, L. O. (2017). Implementasi Pendidikan Anak Usia Dini Inklusif Dikota Cimahi Jawa Barat. P2m Stkip Siliwangi, 4(2), 7. Https://Doi.Org/10.22460/P2m.V4i2p7-11.636
Yaum, L. A. (2019). Evaluasi Pelaksanaan Lesson Study Dalam Mengidentifikasi Dan Mengasesmen Abk Pada Pada Setting Pendidikan Inklusif Untuk Anak Usia Dini Oleh Guru Paud Di Kab. Jember. Jurnal Bimbingan Dan Konseling Terapan, 3(1), 70. Https://Doi.Org/10.30598/Jbkt.V3i1.897
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Nurul HIDAYATI
This work is licensed under a Creative Commons Attribution 4.0 International License.
