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Muliati Mursak
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IMPLEMENTASI KEBIJAKAN TRANSISI PAUD DI SEKOLAH DASAR INKLUSI BERDASARKAN PRINSIP MULTIKULTURAL : PELUANG DAN TANTANGAN Muliati Mursak; Arifin Maksum; Nina Nurhasanah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 04 (2024): Volume 09 No. 04 December 2024 In Press.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v9i04.19755

Abstract

Multiculturalism in inclusive schools is an essential requirement for teachers and other school staff to facilitate the learning process for children with diverse characteristics. This study aims to examine the implementation of the early childhood education (PAUD) to elementary school transition policy at SDN 9 Banawa, Central Sulawesi, as an inclusive school by focusing on the application of multicultural principles. The study employed a descriptive qualitative method with a case study approach. Research subjects included teachers, the school principal, supervisors, and parents. Data collection techniques were carried out through in-depth interviews and documentation. The research was conducted in September 2024. Data analysis used the interactive model developed by Miles and Huberman (1984), consisting of data collection, data reduction, data presentation, and conclusion drawing. The results indicate that the transition policy from PAUD to elementary school at SDN 9 Banawa aligns with the regulations set by the Indonesian Ministry of Education. The policy's implementation is also adapted to inclusive and multicultural principles, which is reflected in activities that instill the six foundational values in children, particularly the second and sixth foundational
IMPLEMENTASI PENDIDIKAN INKLUSI DI SDN 13 BANAWA: TANTANGAN DAN STRATEGI Muliati Mursak; Asep Supena; Totok Bintoro; Ikhwan Abduh
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 04 (2024): Volume 09 No. 04 December 2024 In Press.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v9i04.20195

Abstract

Inclusive education serves as a means for special needs students to receive equal learning opportunities alongside their peers in regular schools. This study aims to: 1) Identify the primary challenges faced by SDN 13 Banawa in implementing inclusive education, and 2) Analyze the strategies employed by the school to address these challenges. This qualitative research employs a case study approach, with data collected through observation, interviews, and documentation. The study, conducted in October 2024, involved three subjects: one school principal, one teacher, and one parent of a student. The data analysis techniques included data preparation, coding, and interpretation of research findings to draw conclusions. The results reveal five key challenges: 1) low teacher competence, 2) lack of specialized instructors for special needs students, 3) absence of dedicated funding, 4) the non-implementation of a special curriculum for special needs students, and 5) inadequate learning facilities. To overcome these challenges, the school has implemented several strategies, including: 1) self-guided training through the Merdeka Mengajar Platform (PMM) to enhance teacher competence in inclusive education, 2) utilization of the independent curriculum, 3) collaboration with parents, and 4) leveraging BOS (School Operational Assistance) funds for financing. The findings suggest that these strategies are short-term solutions and may encounter challenges in the long term. Future research is recommended to explore more sustainable strategies and assess the long-term impacts of the measures undertaken by schools.
Co-Authors Arifin Maksum Asep Supena. Ikhwan Abduh Nina Nurhasanah, Nina Totok Bintoro