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All Journal Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab Inklusi Journal of Disability Studies Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Abdimas Awang Long: Jurnal Pengabdian dan Pemberdayaan Masyarakat Al-Wasil: Journal of Arabic Education
Ahmad Helwani Syafii
Universitas Muhammadiyah Mataram
Religion Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Journal : Inklusi Journal of Disability Studies

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Evaluasi Kurikulum Madrasah Inklusi pada Era Kenormalan Baru Nasarudin, Nasarudin; Syafii, Ahmad Helwani
INKLUSI Vol. 9 No. 1 (2022)
Publisher : PLD UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/ijds.090106

Abstract

Madrasah (Islamic school) providing inclusive education has two curricula (modified curriculum and emergency curriculum) to support students with disabilities and to implement inclusive education. This paper aims to reveal the curricula evaluation at Madrasah Ibtidaiyah and Tsanawiyah in Lombok, NTB using three stages (antecedents, transactions, and outcomes) of the Countenance Stake model. Data were collected by distributing questionnaires and observation sheets. Findings reveal that three evaluation stages demonstrate the pattern of teacher interaction with students with disabilities; teachers’ understanding of the inclusive curriculum, learning resources and media, inclusive lesson plans, and inclusive learning processes. Madrasah yang menyelenggarakan pendidikan inklusif memiliki dua kurikulum (kurikulum yang dimodifikasi dan kurikulum darurat) untuk melayani siswa penyandang disabilitas dan dalam rangka mengimplementasikan pendidikan inklusif. Tulisan ini bertujuan untuk mengungkap proses evaluasi kurikulum di Madrasah Ibtidaiyah dan Tsanawiyah di Lombok, NTB dengan menggunakan tiga tahap (antecedents, transaction, dan outcomes) dari model Countenance Stake. Pengumpulan data dilakukan dengan menyebarkan kuesioner dan lembar observasi. Temuan mengungkapkan bahwa tiga tahap evaluasi menunjukkan pola interaksi guru dengan siswa penyandang disabilitas; pemahaman guru tentang kurikulum inklusif, sumber dan media pembelajaran, RPP inklusif, dan proses pembelajaran inklusif.
Co-Authors Aqodiah Henny Marlina Husnan Husnan Husnan Kayasa, Putri Apriliyana Muhirdan Muhirdan Muhirdan, Muhirdan Nasarudin Nasarudin, Nasarudin Nurjannah Nurjannah Said, Khaerudin Suwandi Suwandi