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All Journal JPT : Jurnal Pendidikan Tematik
Nainggolan, Risnawati
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Kebijakan Pendidikan Inklusif Pada Sekolah Dasar: Implementasi, Hambatan, Dan Strategi Nainggolan, Risnawati; Murniarti Erni
JPT : Jurnal Pendidikan Tematik Vol 5 No 3 (2024): Desember
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/jpt.v5i3.1859

Abstract

Inclusive education is an educational policy aimed at ensuring that all students, including those with special needs, can learn together in regular school environments. This article examines the implementation of inclusive education policies at the elementary school level, focusing on aspects of implementation, the challenges encountered, and strategies to overcome those challenges. Through a review of literature from various scholarly sources, the article highlights that the implementation of inclusive education requires support and collaboration among the government, schools, and the community. The government provides financial assistance to schools that implement inclusive education. In addition, it conducts training and mentoring programs for school principals and teachers to enhance their understanding of inclusive education. Schools that provide inclusive education are expected to offer adequate facilities and infrastructure to accommodate students with special needs. The main challenges include limited resources, social stigma, and schools’ readiness. The strategies proposed in this article include developing adaptive curricula, providing accommodations in the learning process, and conducting continuous evaluation. This study contributes to practical insights for improving the effectiveness of inclusive education in Indonesia.
Implementasi Pendekatan Deep Learning Dalam Meningkatkan Mutu Pendidikan di Tingkat Dasar Nainggolan, Risnawati; Sihotang Hotmaulina
JPT : Jurnal Pendidikan Tematik Vol 6 No 3 (2025): Desember
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/jpt.v6i3.1864

Abstract

The quality of education at the elementary school level is a crucial foundation for developing students' cognitive abilities, character, and 21st-century competencies. In line with the implementation of the Independent Curriculum, the deep learning approach is a learning strategy that emphasizes in-depth conceptual understanding, critical and reflective thinking, and the connection of knowledge to real-life contexts. This study aims to examine the implementation of the deep learning approach in improving the quality of education at the elementary level and identify challenges in its implementation. The method used was library research, analyzing scientific journals, academic books, educational regulations, and relevant official documents. The study results indicate that the deep learning approach, through the integration of meaningful, mindful, and joyful learning, can improve the quality of learning processes and outcomes and support students' achievement of global competencies. However, its implementation still faces obstacles, particularly in teacher readiness, limited practical training, student developmental characteristics, and supporting facilities and infrastructure. Therefore, systemic and sustainable support is needed for optimal implementation of deep learning in improving the quality of elementary education.
Co-Authors Murniarti Erni Sihotang Hotmaulina