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Contact Name
Riyadi
Contact Email
indexsasi@apji.org
Phone
+6281269402117
Journal Mail Official
indexsasi@apji.org
Editorial Address
Jalan Watunganten 1 No 1-6, Batursari, Mranggen Kab. Demak Jawa Tengah 59567
Location
Kab. demak,
Jawa tengah
INDONESIA
Jurnal Insan Pendidikan dan Sosial Humaniora
ISSN : 29863864     EISSN : 29865506     DOI : 10.59581
Jurnal Insan Pendidikan dan Sosial Humaniora merupakan wadah publikasi ilmiah yang berfokus pada kajian multidisiplin di bidang pendidikan, sosial, dan humaniora. Jurnal ini menerima artikel penelitian, studi literatur, dan kajian konseptual yang berkaitan dengan perkembangan ilmu pendidikan serta dinamika sosial dan humaniora dalam berbagai konteks. Ruang lingkup jurnal ini mencakup tetapi tidak terbatas pada: Pendidikan Inovasi dan metodologi pembelajaran Kurikulum dan pengembangan pendidikan Teknologi dalam pendidikan Evaluasi dan asesmen pendidikan Pendidikan inklusif dan keberagaman Sosial Studi kebijakan sosial dan pembangunan masyarakat Sosiologi dan dinamika sosial Budaya, identitas, dan perubahan sosial Ketimpangan sosial dan keadilan sosial Gender dan kesetaraan Humaniora Filsafat dan pemikiran humanistik Bahasa, sastra, dan komunikasi Sejarah dan peradaban Etika dan nilai-nilai kemanusiaan Media dan kajian budaya
Articles 301 Documents
Implementasi Program Pendidikan Individual (PPI/IEP) pada Anak Berkebutuhan Khusus: Sebuah Studi Kualitatif: Studi di Kota Banda Aceh Riefky Aulia; Sri Nurhayati Selian
Jurnal Insan Pendidikan dan Sosial Humaniora Vol. 4 No. 3 (2026): Jurnal Insan Pendidikan dan Sosial Humaniora
Publisher : International Forum of Researchers and Lecturers

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59581/jipsoshum-widyakarya.v4i3.6412

Abstract

The Individualized Education Program (IEP), known in Indonesia as Program Pendidikan Individual (PPI), is a learning-planning instrument specifically designed to address the personalized learning needs of children with special needs. Although its use has been widely encouraged within Indonesia's inclusive education policy, its implementation in the field still faces various challenges, particularly at schools that lack adequate support systems. This study aims to explore how teachers in Banda Aceh City understand, design, and implement IEPs for students with special needs, as well as the obstacles they encounter in the process. This research employs a descriptive qualitative approach involving five teachers selected through purposive sampling as informants. Data were collected through observation and semi-structured interviews, then analyzed using the interactive model of Miles, Huberman, and SaldaƱa, comprising data condensation, data display, and conclusion drawing. The findings indicate that IEP implementation in practice remains heavily dependent on individual teacher initiative, involves minimal multidisciplinary collaboration, and is constrained by limited time, training, and family support. These findings offer an initial picture of the gap between policy ideals and the reality of IEP implementation at the school level, while also informing the development of more structured teacher mentoring systems for educating children with special needs.