Analysis of Inclusive Curriculum Design in Elementary Schools: A Case Study in Inclusive Pilot Schools
Keywords: Desain Kurikulum, Kurikulum Inklusi, Sekolah Dasar, Studi Kasus
Abstract
Penelitian ini bertujuan untuk menganalisis desain kurikulum sekolah inklusi di sekolah dasar. Jenis penelitian yang digunakan dalam penelitian ini adalah kualitatif studi kasus. Subjek penelitian ini dilakukan oleh guru dan siswa kelas V menggunakan purposive sampling. Data dikumpulkan dalam aneka macam cara meliputi angket, observasi, wawancara, dokumentasi. Analisis dalam pandangan ini meliputi tiga alur kegiatan, yaitu redukasi data, penyajian data dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa desain kurikulum yang diterapkan di sekolah inklusi menggunakan pendekatan modifikasi dan individualisasi, yang disesuaikan dengan kebutuhan siswa ABK. Pemahaman guru terhadap kurikulum inklusi tergolong baik, yang memungkinkan mereka untuk mengimplementasikan pembelajaran yang lebih inklusif dan efektif. Simpulan penelitian yaitu desain kurikulum yang banyak digunakan di sekolah dasar adalah kurikulum modifikasi dan individualisasi yang harus dipahami oleh guru.
References
Abramenka-Lachheb, Dr. V., & De Siqueira, Dr. A. (2022). Authentic Assessments through the Lenses of Diversity, Equity, Inclusion and Justice in a Fully Online Course. Journal of Teaching and Learning with Technology, 11(1), 18–36. https://doi.org/10.14434/jotlt.v11i1.34591
Amelia, D. J., Anshory, I., & Herviani, V. K. (2022). Analysis of facilities management on inclusion education school in Batu City. Journal of Science and Education (JSE), 2(2), 99–110. https://doi.org/10.56003/jse.v2i2.110
Chowdhury, A., & Shil, N. C. (2021). Thinking ‘Qualitative’ Through a Case Study: Homework for a Researcher. American Journal of Qualitative Research, 5(2 (In Progress)), 190–210. https://doi.org/10.29333/ajqr/11280
Dewi, D. E. C., Zubaidah, Z., Lubis, E., & Syaputra, E. (2020). Problematics of Implementation of Inclusion Education in the Elementary School of Bengkulu City. International Journal of Multicultural and Multireligious Understanding, 7(7), 1–11. https://doi.org/10.18415/ijmmu.v7i7.1701
Johnstone, C., Lazarus, S., Lazetic, P., & Nikolic, G. (2018). Resourcing inclusion: Introducing finance perspectives to inclusive education policy rhetoric. Prospects, 47(4), 339–359. https://doi.org/10.1007/s11125-018-9432-2
Krithi, & Pai, R. (2021). A Review on Diversity and Inclusion in the Workforce for Organizational Competitiveness. International Journal of Creative Research Thoughts, 9(7), a159–a171.
McIntyre Miller, W., & Abdou, A. S. (2018). Cultivating a Professional Culture of Peace and Inclusion: Conceptualizing Practical Applications of Peace Leadership in Schools. Frontiers in Education, 3, 1–20. https://doi.org/10.3389/feduc.2018.00056
Miles, M., & Huberman, A. (1994). Miles and Huberman. In Qualitative Data Analysis: An expanded sourcebook.
Movahedazarhouligh, S. (2021). Quality Inclusion of Young Children with Disabilities: Taking a Stance to Support Early Childhood Leaders. In Teacher Education in the 21st Century - Emerging Skills for a Changing World. IntechOpen. https://doi.org/10.5772/intechopen.96511
Muhajir, A. (2022). Inclusion of pluralism character education in the Islamic modern boarding schools during the pandemic era. Journal of Social Studies Education Research, 13(2), 196–220.
Ramberg, J., & Watkins, A. (2020). Exploring inclusive education across Europe: some insights from the European Agency Statistics on Inclusive Education. FIRE: Forum for International Research in Education, 6(1), 85–101. https://doi.org/10.32865/fire202061172
Rasmitadila, R., Humaira, M. A., Rachmadtullah, R., & Putri, A. A. (2022). INCLUSIVE ELEMENTARY SCHOOL EXPECTATIONS UNIVERSITY ENGAGEMENT: INCLUSIVE EDUCATION PRACTICES IN INDONESIA. In PUPIL: International Journal of Teaching, Education and Learning (Vol. 5, Issue 3, pp. 129–143). Global Research & Development Services. https://doi.org/10.20319/pijtel.2021.53.129143
Robiyansah, I. E., Mudjito, M., & Murtadlo, M. (2020). The development of inclusive education management model: Practical guidelines for learning in inclusive school. Journal of Education and Learning (EduLearn), 14(1), 80–86. https://doi.org/10.11591/edulearn.v14i1.13505
Rokhim, A., Suryadi, S., & Supadi, S. (2021). Evaluation of The Implementation of The Inclusion Program. International Journal of Elementary Education, 5(4), 675–684. https://doi.org/10.23887/ijee.v5i4.37217
Rumia, M., & Simorangkir, R. (2021). Inclusion School Education Facilities And Infrastructure. International Journal of Humanities and Social Science Invention, 10(5), 22–25. https://doi.org/10.35629/7722-1005032225
Tegtmejer, T. (2022). The Price for Inclusion: Financial/Educational Dilemmas in the Inclusive School System in Denmark. Education Sciences, 12(11), 1–11. https://doi.org/10.3390/educsci12110832
Walker, Z., & Musti-Rao, S. (2016). Inclusion in High-Achieving Singapore: Challenges of Building an Inclusive Society in Policy and Practice. Global Education Review, 3(3), 28–42.
Yusuf, M., Choiri, S., & Gunarhadi, G. (2018). The Effectiveness of Inclusive Education and Child Protection Training on Understanding Inclusive Education Subject Matter. Journal of ICSAR, 2(1), 82–87. https://doi.org/10.17977/um005v2i12018p082
Copyright (c) 2025 Laksmi Evasufi Widi Fajari
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.