期刊名称：Jurnal Penelitian dan Pengembangan Pendidikan Luar Biasa
印刷版ISSN：2355-746X
电子版ISSN：2528-3197
出版年度：2017
卷号：4
期号：2
页码：147-154
出版社：Universitas Negeri Malang
摘要：Penelitian ini mengkaji tentang implementasi pendidikan inklusif di tingkat satuan pendidikan
dasar dan menengah di Indonesia melalui 9 dimensi, yaitu dimensi kelembagaan, dimensi kurikulum,
dimensi pembelajaran, dimensi penilaian, dimensi kesiswaan, dimensi SDM, dimensi sarana dan
prasarana, dimensi peran serta masyarakat, dan dimensi pembiayaan. Penelitian ini menggunakan
pendekatan survei dengan melibatkan 82 SD, SMP, SMK yang menyelenggarakan pendidikan inklusif
dari 16 Kabupaten/Kota pada 7 Provinsi di Indonesia. Sampel Provinsi Kab/Kota dan satuan pendidikan
dipilih secara ppurposif random sampling. Pengumpulan data Instrumen Evaluasi Diri Sekolah Inklusi
dari Yusuf (2014) yang meliputi Form 1, 2, dan 3. Analisis data menggunakan statistik deskriptif dengan
5 kategori yaitu sangat kurang (0 – 20%), kurang (21% - 40%), sedang (41% - 60%), baik (61% - 80%)
dan sangat baik (81% - 100%). Hasil penelitian menunjukkan bahwa implementasi pendidikan inklusif
di tingkat satuan pendidikan dasar dan menengah sebagai berikut: (1) aspek kelembagaan rata-rata 62%;
(2) aspek kurikulum rata-rata 71,1%; (3) aspek pembelajaran rata-rata 53,1%; (4) aspek penilaian dan
kenaikan kelas rata-rata 60,9%; (5) aspek kesiswaan rata-rata 54,6%; (6) aspek sumber daya manusia
rata-rata 45,8%; (7) aspek sarana dan prasarana rata-rata 22,1%; (8) aspek peran serta masyarakat ratarata 50,8%; dan (9) aspek pembiayaan rata-rata 45,4%.
其他摘要：This study examines the implementation of inclusive education at the elementary and
secondary level of education in Indonesia through 9 dimensions, namely institutional dimension,
curriculum dimension, learning dimension, assessment dimension, student dimension, human resource
dimension, the dimension of facilities and infrastructure, and financing dimensions. This study uses a
survey approach involving 82 elementary, junior high schools, vocational schools that provide inclusive
education from 16 districts/cities in 7 Provinces in Indonesia. A sample of Province of Regency / City
and educational unit selected by purposive random sampling. Data collection of the Self-Evaluation
Instrument of Inclusive Schools from Yusuf (2014) covering Form 1, 2, and 3. Data analysis used
descriptive statistics with 5 categories (0-20%), less (21% - 40%), moderate (41% - 60%), good (61% -
80%) and very good (81% - 100%). The results show that the implementation of inclusive education at
the primary and secondary education unit level is as follows: (1) the average institutional aspect of 62%;
(2) aspects of the curriculum averaging 71.1%; (3) average learning aspect 53,1%; (4) assessment aspect
and average grade increase 60,9%; (5) student aspect average 54,6%; (6) aspects of human resources
averaging 45.8%; (7) aspects of facilities and infrastructure averaged 22.1%; (8) aspects of community
participation averaged 50.8%; and (9) average financing aspects of 45.4%.
关键词：pendidikan inklusi; evaluasi diri; kebijakan pemerintah
其他关键词：inclusive education; self-evaluation; government policy
