PENGEMBANGAN MODEL EVALUASI KINERJA SD PENYELENGGARA PENDIDIKAN INKLUSIF

N Dede Khoeriah

doi:10.21831/pep.v17i1.1360

PENGEMBANGAN MODEL EVALUASI KINERJA SD PENYELENGGARA PENDIDIKAN INKLUSIF

N Dede Khoeriah, Jurusan PLB-FKIP Universitas Islam Nusantara, Indonesia

10.21831/pep.v17i1.1360

Abstract

Penelitian ini bertujuan menghasilkan model evaluasi kinerja pendidikan inklusif (EKPI) di SD dengan menggunakan pen-dekatan kualitatif dan kuantitatif. Tahapan penelitian dimodifikasi dari model Borg & Gall dengan melibatkan Kepala Sekolah, guru, dan orang tua. Data diperoleh melalui teknik Focus Group Discussion, wawancara, observasi, dan studi dokumentasi. Hasil penelitian menunjukkan bahwa (1) model EKPI merupakan salah satu model evaluasi yang baik berdasarkan hasil penilaian pakar maupun praktisi penyelenggara pendidikan inklusif di SD; (2) model evaluasi kinerja SD penyelenggara pendidikan inklusif memiliki tujuh komponen, yakni kepemimpinan, rencana strategis, fokus terhadap peserta didik-orang tua, analisis kebutuhan, fokus ter-hadap guru-staf, pengelolaan kelas inklusif, dan hasil; (3) evaluasi model EKPI dalam proses implementasi di SD mampu meng-ungkap data secara: (a) komprehensif; (b) faktual; (c) fleksibel; dan (d) berorientasi keragaman layanan.

Kata kunci: pengembangan model evaluasi, pendidikan inklusif, SD.

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DEVELOPING A MODEL OF PERFORMANCE EVALUATION OF ELEMENTARY SCHOOLS IMPLEMENTING INCLUSIVE EDUCATION

Abstract This study aims to produce a model of performance evaluation of elementary schools (ESs) implementing inclusive education by using qualitative and quantitative approaches. The research steps used the model by Borg & Gall, involving principals, teachers, and students’ parents. The data were collected through Focus Group Discussion (FGD), interviews, observations, document study, and discussions. Based on the results of the study, the following conclusions can be drawn. (1) The EKPI model is a good evaluation model. It is based on the result ofthe assessment by experts, usesrs and practitioners of inclusive education instruction; (2) The model of an evaluation of the performances of ESs implementing inclusive education has seven components, i.e. leadership, strategic plan, focus on students and parents, needs analysis, focus on teachers and staff, and inclusive class management, and product of the inclusive education implementation; (3) The EKPI model implemented in the elementri schools can reveal data (a) comprehensively, (b) factualy, and (c) flexibly, (d) it was also oriented to a variety of services.

Keywords: development of an evaluation model, inclusive education, elementary school.

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DOI: https://doi.org/10.21831/pep.v17i1.1360