Profil kemandirian belajar mahasiswa bimbingan dan konseling

Dadang Sukirman, , Indonesia

Abstract


Kurikulum pada kelas inklusif dikembangkan dengan mengikuti kebutuhan dan kondisi masing-masing anak. Dengan demikian kurikulum yang digunakan adalah kurikulum modifikasi dan sebagai perwujudan sekolah ramah anak. Penelitian ini bertujuan untuk melihat implementasi kurikulum pada sekolah penyelenggara pendidikan inklusif terkait aspek perencanaan, pelaksanaan dan evaluasi pembelajaran serta faktor pendukung dan penghambat penyelenggaraan pendidikan inklusif. Penelitian ini dilakukan dengan menggunakan metode deskriptif, dan pendekatan kualitatif yang dilakukan di dua Sekolah Dasar Negeri penyelenggara pendidikan inklusif di Kota Bandung. Penggalian data menggunakan teknik wawancara, observasi dan studi dokumen. Hasil penelitian menunjukkan bahwa a) sekolah pertama belum melakukan penyelarasan kurikulum, sedangkan sekolah kedua sudah melakukan penyelarasan kurikulum dengan cara melakukan asesmen-mengembangkan program pembelajaran individual-diskusi dengan orang tua, guru kelas, dan kepala sekolah; b) kedua sekolah melakukan penyesuaian pelaksanaan pembelajaran pada pemberian materi dan evaluasi hasil belajar. Sekolah pertama, pada pelaksanaan pembelajaran di kelas yang dilakukan oleh guru kelas sepenuhnya. Sekolah kedua, pelaksanaan pembelajaran dipimpin oleh guru kelas, namun bagi peserta didik berkebutuhan khusus yang menerima materi di bawah kelas, saat pembelajaran dibimbing oleh guru pendamping khusus; c) evaluasi pembelajaran dilakukan dengan penyesuaian tingkat kesulitan pertanyaan, jumlah soal, dan cara menjawab pertanyaan disesuaikan dengan kemampuan peserta didik. d) dukungan pimpinan, rekan sejawat dan orang tua murid sangat dirasakan, sedangkan beberapa faktor yang menghambat adalah masih terdapat kebijakan yang belum komprehensif, masyarakat yang belum paham, perencanaan penyelarasan kurikulum yang belum di supervisi, sarana dan prasarana yang kurang memadai. Rekomendasi dari hasil penelitian ini adalah pemerintah melakukan sosialisasi kebijakan keseluruh pelaksana kebijakan, memperhatikan kompetensi sumber daya manusia, serta melakukan supervisi implementasi pendidikan inklusif, memberikan aturan jelas terkait dokumentasi kurikulum pendidikan inklusif.


Curriculum implementation in inclusive schools

The curriculum in inclusive classes is developed by following the needs and conditions of each child, thus the curriculum used is a modified curriculum and the realization of a child-friendly school. This study aims to look at the implementation of the curriculum in schools providing inclusive education related to aspects of planning, implementing and evaluating learning as well as supporting factors and obstacles to the implementation of inclusive education. This research was conducted using descriptive methods, and a qualitative approach that was carried out in two public elementary schools providing inclusive education in the city of Bandung. Researcher collect data using interview, observation and document study techniques. The results is a) the first school had not yet conducted curriculum alignment, while the second school had aligned the curriculum with developing individual education program, by step, assement-individual learning program-discussion the program with parents, class teachers, and principal. b) the implementation of learning in these two schools has made adjustments to the provision of content and evaluation of learning outcomes. The first school, in the implementation of classroom learning is carried out by class teacher fully. The second school, the implementation of learning is led by the class teacher, but for students with special needs who receive the material under the class, when learning is guided by a special mentoring teacher. c) Learning evaluation is adjusted to the level of difficulty of the question, number of questions, and how to answer questions is modified by looking at students' abilities. d) Support of the leaders, peers and parents is very felt, while some factors that hinder are that there are still policies that are not comprehensive, people who do not understand, the document of modified curricula have not been supervised, inadequate facilities and infrastructure. The recommendation from the results of this study is that the government disseminates policies to all policy implementers, paying attention to the competence of human resources, as well as supervising the implementation of inclusive education, providing clear rules regarding inclusive education curriculum documentation.


Keywords


curriculum; inclusive education

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DOI: https://doi.org/10.21831/jpipfip.v11i2.19748

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