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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Journal of Educational Sciences
Kurniawan, Matius
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PERAN PENDAMPINGAN KEPALA SEKOLAH DALAM MENINGKATKAN KUALITAS PEMBELAJARAN MELALUI KOMUNITAS BELAJAR DI SDN KALONGAN 01 Apriliya, Nurul; Kurniawan, Matius; Soedjono, Soedjono
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 01 (2025): Volume 10, Nomor 01 Maret 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i01.21367

Abstract

The government, through the Ministry of Education and Culture, has implemented the Independent Curriculum (KurMer) for kindergarten, elementary, middle school, vocational school and high school levels. One of the components needed for the successful implementation of an independent curriculum is the availability of competent educators. Improving student learning outcomes depends on the competence of educators, so a school principal must be able to facilitate increasing the competence of educators. In an effort to improve the quality of education, the Ministry of Education, Culture, Research and Technology encourages education units and educators to learn and share with each other through learning communities supported by the Merdeka Mengajar Platform (PMM) and various other resources. Learning communities are considered as a strategy to increase competency for teaching staff. This research is to examine the role of the principal's assistance in improving the quality of learning through learning communities at SDN Kalongan 01. The author will use descriptive research methods through a qualitative approach. The data collection technique was carried out using triangulation (observation, interviews and documentation).
Inclusive School Management at Susukan 04 State Elementary School Kurniawan, Matius; Ysh, AY Soegeng; Murniati, Ngurah Ayu Nyoman
Journal of Educational Sciences Vol. 10 No. 1 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.1.p.1039-1050

Abstract

This study aims to analyze the management of inclusive schools at Susukan 04 State Elementary School. The study used a qualitative case study approach, with data collection techniques through in-depth interviews, participatory observation, and document review. Data analysis used the Miles & Huberman model. The results of the study indicate that the management of inclusive schools at SD Negeri Susukan 04 has been running well. The management process is carried out through the stages of goal planning, preparation of work programs and budgeting RKS and RKAS, team formation and clear division of tasks, and effective resource management. Implementation is focused on modifying the curriculum at each grade level, considering the distribution of PDBK. Implementation is supported by close collaboration between class teachers and GPK (Special Guidance Teachers), as well as partnerships with external parties such as therapists and psychologists. Supervision is carried out in a structured and systematic manner, supported by instruments and follow-up. Overall, it is concluded that Susukan 04 State Elementary School has implemented a comprehensive inclusive school management model from planning to supervision well, even though there are challenges that accompany.
INCLUSIVE EDUCATION PRACTICES IN INDONESIAN ELEMENTARY SCHOOLS: PLANNING, IMPLEMENTATION, AND EVALUATION kurniawan, matius; murniati, ngurah ayu nyoman; Prayito, muhamad
SOSIOEDUKASI Vol 14 No 4 (2025): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v14i4.6722

Abstract

This study examines the implementation of inclusive education at SDN Susukan 04, East Ungaran District, using a qualitative case study design. Data were collected through in-depth interviews, classroom observations, and document analysis, and validated through methodological and source triangulation. The findings show that planning was conducted through goal formulation, needs identification, and the development of adaptive programs integrated into the RKS/RKAS. Implementation involved curriculum modification, service accommodation, and the deployment of special education teachers to support 29 students with special needs across 13 classes. Evaluation was carried out systematically to measure goal attainment and identify barriers. The school demonstrated progress in fostering social acceptance, self-confidence, and empathy among students, consistent with the principles of inclusion and Social Role Valorization (SRV). However, challenges persist in teacher competency, parental involvement, and the adequacy of adaptive learning media. Strengthening professional development and building a comprehensive support system are essential for advancing transformative inclusion.
Co-Authors Apriliya, Nurul Ngurah Ayu Nyoman Murniati Prayito, Muhamad Soedjono Soedjono Ysh, AY Soegeng