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EVALUASI PENYELENGGARAAN PROGRAM PENDIDIKAN INKLUSIF DI KOTA PALANGKA RAYA 1 Sartica, Dwi; Ismanto, Bambang
Kelola: Jurnal Manajemen Pendidikan Vol 3, No 1 (2016)
Publisher : Universitas Kristen Satya Wacana

Inclusive education program (PI) is a product of the policies of the regional government heldÂ Education Department of Palangkaraya and must be implemented by all schools. The purposeÂ of this study was to gather information for the evaluation of the implementation of programs inÂ SD Negeri 6 Bukit Tunggal, SMP Negeri 3 and SMAN 4. The data was collected throughinterview and documentation study. Evaluation model used in this study is the CIPP. TheÂ subjects of this study were principal, regular teachers, and Guidance and Counceling TeachersÂ of each school. The results of the evaluation context showed that the program has met the needsÂ of PIs and parents of students with special needs; the population served were students withÂ special needs and is still in the category of mild to moderate; as well as helpful programs sothat school the full confidence of the public and an opportunity to increase the number of crewÂ members who served. The results of the evaluation input indicated that the special facilitiesÂ were inadequate; school involving all stakeholders in the school and some from outside;Â financing comes from use of the funds, scholarships, and / or budget; and the school does notÂ have Special Guidance Teacher (SGT). The results of the evaluation process showed that newEducation Department of Palangkaraya one to monitor and evaluate; teacher competence wasÂ good enough; learning in general but the treatment given on an individual basis, andÂ extracurricular activities reserved for the crew; facilities not helpful enough; and the obstaclesÂ encountered was no SGT, facilities not adequate, specialized training has not been evenlyÂ distributed, no further monitoring of the relevant Department, and there is no standard for theevaluation system. The results of the product evaluation showed that the academic and nonÂ academic achievement of were students with special needs good enough. In addition, thereÂ were many number of crew members who served. The implication of this study is to provideÂ recommendations for schools and related agencies for the improvement of the sustainability ofÂ the program.

EVALUASI PENYELENGGARAAN PROGRAM PENDIDIKAN INKLUSIF DI KOTA PALANGKA RAYA 1 Sartica, Dwi; Ismanto, Bambang
Kelola: Jurnal Manajemen Pendidikan Vol 3 No 1 (2016)
Publisher : Universitas Kristen Satya Wacana

Inclusive education program (PI) is a product of the policies of the regional government heldÂ Education Department of Palangkaraya and must be implemented by all schools. The purposeÂ of this study was to gather information for the evaluation of the implementation of programs inÂ SD Negeri 6 Bukit Tunggal, SMP Negeri 3 and SMAN 4. The data was collected throughinterview and documentation study. Evaluation model used in this study is the CIPP. TheÂ subjects of this study were principal, regular teachers, and Guidance and Counceling TeachersÂ of each school. The results of the evaluation context showed that the program has met the needsÂ of PIs and parents of students with special needs; the population served were students withÂ special needs and is still in the category of mild to moderate; as well as helpful programs sothat school the full confidence of the public and an opportunity to increase the number of crewÂ members who served. The results of the evaluation input indicated that the special facilitiesÂ were inadequate; school involving all stakeholders in the school and some from outside;Â financing comes from use of the funds, scholarships, and / or budget; and the school does notÂ have Special Guidance Teacher (SGT). The results of the evaluation process showed that newEducation Department of Palangkaraya one to monitor and evaluate; teacher competence wasÂ good enough; learning in general but the treatment given on an individual basis, andÂ extracurricular activities reserved for the crew; facilities not helpful enough; and the obstaclesÂ encountered was no SGT, facilities not adequate, specialized training has not been evenlyÂ distributed, no further monitoring of the relevant Department, and there is no standard for theevaluation system. The results of the product evaluation showed that the academic and nonÂ academic achievement of were students with special needs good enough. In addition, thereÂ were many number of crew members who served. The implication of this study is to provideÂ recommendations for schools and related agencies for the improvement of the sustainability ofÂ the program.

Pola Asuh Otoritatif Guru Terhadap Penerapan Nilai-Nilai Pendidikan Karakter Peserta Didik PAUD Rudie, Rudie; Sartica, Dwi; Purwanti, Natali
Jurnal Ilmiah Religiosity Entity Humanity (JIREH) Vol 7 No 1 (2025): JIREH: Januari-Juni
Publisher : Sekolah Tinggi Teologi Injili dan Kejuruan (STTIK) Kupang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37364/jireh.v7i1.317

This study aimed to determine: (i) the correlation between the influence of authoritative parenting patterns of teachers (variable X) on the implementation of educational values for PAUD students (variable Y), (ii) the relationship between the two variables, and (iii) how much contribution variable X made to variable Y. This type of research was quantitative correlation, with a population of 155 PAUD teachers and a sample of 74 PAUD teachers. Data collection techniques were observation, documentation, interviews and questionnaires. The data analysis technique used the Pearson Product Moment correlation technique and the t-test technique. Thus, it could be concluded that the authoritative parenting pattern of teachers had a significant influence on the implementation of character education values for PAUD students and the contribution of this influence is 74.7% while 25.3% is influenced by other parenting patterns that are not included in this study. This is in accordance with the results of observations made by researchers that PAUD students prefer to obey or follow orders or instructions given by teachers rather than their own mothers at home.

PENGUATAN KETERAMPILAN ANDRAGOGI PADA SATUAN PENDIDIKAN NON-FORMAL (SPNF) SEJENIS SANGGAR KEGIATAN BELAJAR (SKB) KABUPATEN PULANG PISAU Astrini Utami, Ni Nyoman; Bendelina Asalaka, Merry; Sulistyowati, Ratih; Andino Nugrahhu, Putra; Maria Sihombing, Octa; Sartica, Dwi; Jaya Adie Sitinjak, Amos; Albert Timotius, Frenky
Martabe : Jurnal Pengabdian Kepada Masyarakat Vol 7, No 3 (2024): MARTABE : JURNAL PENGABDIAN KEPADA MASYARAKAT
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/jpm.v7i3.962-972

Satuan Pendidikan Non-Formal (SPNF) Sejenis Sanggar Kegiatan Belajar (SKB) Kabupaten Pulang Pisau provides equality education programs for people who still need to complete their education successfully. An equal education program is essential for people whose education has stopped. The ages of people who have stopped attending school vary widely, from young to adults. The problem in the SPNF Sejenis SKB Kabupaten Pulang Pisau is the difficulty of conveying material to adult students. The knowledge and skills of tutors in teaching, especially adults, are essential. Based on this, it is necessary to carry out training to strengthen andragogy competencies for learning teachers. After strengthening and empowering, tutors are expected to be able to understand adult teaching, find adult learning strategies to be creative in teaching, and carry out teaching using the strategies that have been found. Based on the evaluation of activities that have been carried out, training to strengthen the andragogy competencies of learning teachers has had a positive impact. Teachers learn based on a theoretical understanding of adult teaching and can creatively make teaching materials and deliver material.

The Managerial Role of Principals in Implementing Inclusive Education for Students with Special Needs Sartica, Dwi
Pedagogi: Jurnal Ilmu Pendidikan Vol 26 No 1 (2026): Pedagogi: Jurnal Ilmu Pendidikan
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/pedagogi.v26i1.2943

The principal plays a vital role in managing and developing educational activities within the school. SD Negeri 4 Palangka has accepted Students with Special Needs (PDBK) since July 2019 and was designated as a pilot school for the SELARAS Inclusive Education Development Strategy Program in Palangka Raya City in October 2023. In the 2025/2026 academic year, the school serves 24 PDBK from grades 1–6 with diverse needs. Its reputation as an inclusive referral school and experienced leadership attracts parents of PDBK. This study aims to analyze the principal’s managerial role in implementing inclusive education through planning, organizing, actuating, and controlling. Using a descriptive qualitative approach, data were collected through observation, semi-structured interviews, and documentation. The findings indicate that the principal conducts inclusive admissions planning, resource organization, teacher guidance, policy socialization, performance evaluation, and follow-up actions. Overall, inclusive education implementation has been managed systematically, providing a practical reference for other principals implementing inclusive education programs

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