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Ruhiat, Asep
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TRANSFORMASI ADMINISTRASI PENDIDIKAN INKLUSIF BAGI PESERTA DIDIK BERKEBUTUHAN KHUSUS DI ERA PENDIDIKAN MODERN: ( Studi Kasus di SDN 1 Ciwareng Kabupaten Purwakarta ) Tutty R Rossa, Ade; Ruhiat, Asep; Sukmawaty, Siska; Iskandar, Iin; Setiawati, Ina
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.56045

Abstract

This study aims to analyze the transformation of educational administration in supporting an inclusive education system for Students with Special Needs (SSN) in the modern educational era, with the research conducted at SDN 1 Ciwareng, Purwakarta Regency. The development of the digital era and the concept of Society 5.0 require educational administration governance to transform from conventional systems into adaptive, flexible, collaborative, and technology-based systems in order to ensure the fulfillment of equitable and inclusive educational rights for all students. This study employed a descriptive qualitative method with a case study approach. Data were collected through in-depth interviews, field observations, and documentation studies concerning the implementation of educational administration practices at the school. The findings indicate that the transformation of educational administration at SDN 1 Ciwareng was manifested through several main aspects: (1) the digitalization of inclusive student management through the integration of technology-based administrative data systems; (2) the flexibility of adaptive curriculum administration through the implementation of Individualized Education Programs (IEP) tailored to the characteristics and needs of Students with Special Needs; and (3) the transformation of the school’s internal bureaucracy toward excellent service that is more responsive, humane, and collaborative. Nevertheless, the implementation of this administrative transformation still faces several challenges, including limited disability-friendly technological infrastructure and the need to enhance the capacity of administrative human resources in managing digital-based inclusive education services. This study concludes that the modernization and efficiency of educational administration governance constitute a strategic foundation for the successful implementation of inclusive education at the elementary school level. Administrative transformation functions not only as a managerial instrument but also as an essential component in realizing equitable, adaptive, and student-centered educational services for all learners.
STRATEGI KEPALA SEKOLAH DALAM IMPLEMENTASI ADAPTIVE LEARNING PADA TRANSFORMASI PENDIDIKAN PASCAPANDEMI: (Studi Kasus di SDN 1 Nagri Kidul Purwakarta) Ruhiat, Asep; Sukmawaty, Siska; Setiawati, Ina; Warta, Waska
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.57782

Abstract

The post-pandemic era has accelerated educational transformation and encouraged schools to adopt adaptive learning approaches that are flexible, technology-based, and student-centered. This study aims to analyze the principal's strategies in implementing adaptive learning as part of educational transformation at SDN 1 Nagri Kidul Purwakarta. The study employed a qualitative approach with a case study design. Data collection techniques were designed through interviews, observations, and documentation studies focusing on school leadership, curriculum management, teacher development, and learning innovation. Data analysis referred to the interactive model of Miles, Huberman, and Saldaña. The findings indicate that adaptive learning implementation requires strategic leadership through strengthening digital infrastructure, improving teacher competence, developing flexible curriculum management, and establishing collaborative educational partnerships. The principal plays a central role in planning, organizing, directing, and controlling educational programs to ensure learning adaptation according to students' needs. The implementation of adaptive learning contributes to improving student engagement, learning effectiveness, and educational quality in the post-pandemic era. The study concludes that adaptive learning can become an effective strategy in supporting sustainable educational transformation when supported by visionary leadership, organizational readiness, and continuous professional development.
Co-Authors Ina Setiawati Iskandar, Iin Siska Sukmawaty, Siska Tutty R Rossa, Ade Warta, Waska