Evaluasi Pelaksanaan Program Pendidikan Inklusi di SMP Negeri 7 Salatiga

Abstract

Penelitian ini bertujuan untuk mengevaluasi desain, instalasi, proses dan produk pelaksanaan program pendidikan inklusi di SMP Negeri 7 Salatiga. Jenis penelitian ini adalah penelitian evaluatif dengan pendekatan kualitatif. Sumber informasi dalam penelitian ini yaitu Kepala Sekolah, Guru Mulok (GPK), dan guru BK (GPK). Teknik pengumpulan data dilakukan dengan wawancara, observasi dan studi dokumentasi. Teknik analisis data dilakukan dengan empat tahap meliputi pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan. Validititas data menggunakan triangulasi data dan triangulasi metode. Tahap desain: rencana umum kurikulum dan penilaian belum dimodifikasi, pendidik belum memiliki kompetensi yang memadai, sarpras belum mendukung kebutuhan ABK. Tahap instalasi: tidak ada tes masuk, rancangan pembelajaran dan penilaian belum mempertimbangkan keberadaan ABK, pembiayaan diambil hanya dari dana BOS dan dukungan dari sebagian orangtua ABK. Pada tahap proses: ABK mengalami kesulitan mengikuti pembelajaran, dukungan dari masyarakat dan instansi belum maksimal. Pada tahap produk: pada hasil belajar siswa yaitu penilaian rapot ABK masih disamakan dengan siswa normal. Berdasarkan hasil evaluasi yang telah dilakukan, maka peneliti memberikan rekomendasi sebagai berikut: 1) Guru dan GPK saling bekerjasama dalam pengembangan kurikulum dan kompetensinya, 2) Kepala Sekolah dan guru bekerjasama merancang model dan petunjuk teknis untuk menangani ABK, serta meningkatkan jalinan kerjasama dengan beberapa instansi. 3) Dinas pendidikan harus lebih memperhatikan pelaksanaan program pendidikan inklusi dan memberikan dukungan bantuan berupa biaya, pelatihan, seminar, dan pemenuhan sarpras.

This study aims to evaluate the design, installation, process and product of inclusion education program implementation in SMP Negeri 7 Salatiga. The type of this research is evaluative research by using qualitative approach. Sources of information in this study are Principal, local content teacher (special tutors), and counseling guidance teacher (special tutors). Technique of data collection is done by interview, observation and documentation study. Data analysis technique are done by four stages including data collection, reduction, presentation, and conclusion. The validity of data using triangulation data and triangulation methods. Design stage: general plan of curriculum and assessment has not been modified, educators haven’t have adequate competence, facilities and infrastructure not support inclusive student needs. Installation stage: no entrance test, the design of learning and assessment hasn’t considered the existence of child with special needed, the financing is taken only from school operational costs funds and support from some parents. At the stage of the process: the child with special needed has difficulty following learning, support from the public and agencies has not been maximized. At the product stage: students learning outcomes in the assessment of report are still equated with normal student. Based on the results of the evaluation that has been done, the researchers gave the following recommendations: 1) Teachers and special tutors work together in curriculum development and competence, 2) Principals and teachers work together to design models and technical guidance to handle the child with special needed, and improve cooperation with several agencies. 3) The education office should pay more attention to the implementation of the inclusive education program and provide assistance support in the form of cost, training, seminar and fulfillment of facilities and infrastructure.