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All Journal Media Manajemen Pendidikan Edu Cendikia: Jurnal Ilmiah Kependidikan
Siti Rodiyah
Universitas PGRI Semarang
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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The Principal's Role in Developing Inclusive Learning Environment at SMPN 1 Gringsing, Batang District Siti Rodiyah; Athi Aliyatus Sya'ni; Soedjono Soedjono
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 4 No. 03 (2024): Research Articles, December 2024
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v4i03.5135

Abstract

This research explores the role of school principals in developing an inclusive learning environment at SMPN 1 Gringsing in Batang district. Inclusive education aims to provide equal learning opportunities for all students, including children with special needs. However, implementation in this school faces challenges such as limited disability-friendly facilities, lack of teacher training, and social stigma. A descriptive qualitative approach was used in this study, with data collection techniques including in-depth interviews, participatory observation, and documentation. The results show that principals have a strong commitment to inclusive education through strategies such as the formation of inclusion teams, curriculum modifications, and collaboration with parents and communities. Principals also play a pivotal role in fostering a supportive school culture by encouraging teachers to adopt inclusive practices and ensuring that students with special needs feel welcome and supported in their learning environment. However, limited resources and understanding are the main obstacles, hindering the full implementation of inclusive programs. This study recommends improving facilities, teacher training, effective communication with parents, and developing special programs to strengthen inclusive education. Additionally, partnerships with external organizations and local governments are crucial to providing technical and financial support for sustainable inclusive practices. Optimal implementation of inclusive education is expected to provide access to quality education for all students, including children with disabilities, in a regular school environment. This research provides a comprehensive picture of the principal's role in developing an inclusive learning environment and highlights the challenges and hopes for the future to improve the quality of education for all students.
Keefektifan Program Induksi Gutu Pemula (PIGP) di Kecamatan Bandar Kabupaten Batang Ilman Nafia; Siti Rodiyah; Nurkolis
Media Manajemen Pendidikan Vol 8 No 1 (2025): Juni 2025
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/mmp.v8i1.19568

Abstract

This study aims to evaluate the effectiveness of the Induction Program for New Teachers (PIGP) implemented in Bandar District, Batang Regency, Central Java. A qualitative research approach with a case study design was employed. The research subjects consisted of civil servant teachers participating in the PIGP program. Data were collected through observations, in-depth interviews, and document analysis. The findings reveal that implementing the PIGP program in Bandar District aligns with existing regulations, specifically the Regulation of the Minister of National Education No. 27 of 2010 and the Decree of the Director General of Islamic Education No. 5792 of 2019. The program has proven effective in supporting novice teachers in adapting to their professional environment and enhancing their pedagogical, professional, social, and personal competencies. This effectiveness is evident in the increased self-confidence and preparedness of teachers in fulfilling their professional responsibilities. Nevertheless, several challenges were identified, including insufficient training for mentors, the unavailability of comprehensive technical implementation guidelines, and limited outreach efforts by the local education authorities. To address these issues, it is recommended that the implementation quality be improved through ongoing professional development for mentors and the provision of detailed technical manuals.
Co-Authors Athi Aliyatus Sya'ni Ilman Nafia Nurkolis Soedjono