Implementasi Manajemen Inklusi Multi Jenjang di Sekolah Indonesia Kota Kinabalu Malaysia

Implementation of Multi-Level Inclusive Education Management at Sekolah Indonesia Kota Kinabalu, Malaysia

Zaenal Mutaqin. 2024. Implementasi Manajemen Inklusi Multi Jenjang di Sekolah Indonesia Kota Kinabalu Malaysia. Tesis. Program Studi Manajemen Pendidikan Pascasarjana Universitas Negeri Surabaya. Pembimbing: Prof. Dr. Yatim Riyanto, M.Pd. dan Dr. Muhamad Sholeh, S. Pd., M.Pd.

Pendidikan inklusi merupakan kebutuhan mendesak bagi siswa berkebutuhan khusus (ABK), termasuk di luar negeri seperti di Sekolah Indonesia Kota Kinabalu (SIKK), Malaysia. Penelitian ini bertujuan untuk mendeskripsikan implementasi manajemen inklusi multi jenjang (SD-SMP) di SIKK dengan fokus pada perencanaan, pelaksanaan, faktor penghambat, dan faktor pendukungnya. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan desain studi kasus. Pengumpulan data dilakukan melalui wawancara mendalam, observasi, dan analisis dokumen, dengan subjek penelitian meliputi kepala sekolah dan wakilnya, Guru Pendamping Khusus (GPK), guru reguler, komite sekolah, serta orang tua siswa. Teknik analisis data menggunakan model interaktif Miles, Huberman dan Saldana yang mencakup Kondensasi data, penyajian data, dan penarikan kesimpulan.

Hasil penelitian menunjukkan bahwa perencanaan manajemen inklusi di SIKK masih perlu disempurnakan, terutama dalam penyusunan Rencana Strategis (Renstra), pengadaan tim pengembang Program Pendidikan Individual (PPI), serta pelatihan guru reguler. Implementasi inklusi menunjukkan keberhasilan di beberapa aspek, namun masih terdapat kendala signifikan, seperti minimnya jumlah GPK, keterbatasan sarana inklusi, dan rendahnya kolaborasi dengan pihak eksternal. Faktor penghambat lainnya meliputi kurangnya kompetensi guru reguler dan kompleksitas masalah sosial keluarga siswa ABK. Di sisi lain, faktor pendukung seperti dukungan dari kepala sekolah, pemerintah, komite sekolah, dan antusiasme guru memberikan peluang untuk pengembangan lebih lanjut.

Penelitian ini menyimpulkan bahwa efektivitas manajemen inklusi di SIKK membutuhkan perencanaan strategis yang lebih matang, peningkatan jumlah GPK dan kompetensi tenaga pendidik, serta penguatan sarana inklusi. Penulis merekomendasikan pembentukan tim pengembang PPI, pelatihan rutin guru, dan peningkatan kolaborasi dengan pihak eksternal sebagai langkah strategis untuk meningkatkan kualitas pendidikan inklusi di SIKK.

Kata Kunci: Pendidikan inklusi, manajemen inklusi, multi jenjang, sekolah luar negeri, siswa berkebutuhan khusus.

Zaenal Mutaqin. 2024. Implementation of Multi-Level Inclusive Education Management at Sekolah Indonesia Kota Kinabalu, Malaysia. Thesis. Graduate Program in Educational Management, State University of Surabaya. Advisors: Prof. Dr. Yatim Riyanto, M.Pd., and Dr. Muhamad Sholeh, S.Pd., M.Pd.

Inclusive education is an urgent need for students with special needs (SEN), including those abroad, such as at Sekolah Indonesia Kota Kinabalu (SIKK), Malaysia. This study aims to describe the implementation of multi-level inclusive education management (primary to junior high school) at SIKK, focusing on planning, implementation, obstacles, and supporting factors. This research employs a descriptive qualitative approach with a case study design. Data were collected through in-depth interviews, observations, and document analysis involving subjects such as the school principal and vice principal, Special Education Needs (SEN) teachers, regular teachers, school committees, and parents. Data analysis employed the interactive model by Miles, Huberman, and Saldana, including data condensation, data presentation, and conclusion drawing.

The findings indicate that inclusive management planning at SIKK requires improvement, particularly in developing a Strategic Plan (Renstra), establishing an Individualized Education Program (IEP) development team, and providing regular teacher training. Implementation has shown success in certain aspects but faces significant challenges, such as a limited number of SEN teachers, inadequate inclusive facilities, and low collaboration with external stakeholders. Other obstacles include insufficient regular teacher competencies and the social complexities faced by families of SEN students. On the other hand, supporting factors such as commitment from the school principal, government support, involvement of the school committee, and teachers’ enthusiasm present opportunities for further development.

This study concludes that effective inclusive education management at SIKK requires more comprehensive strategic planning, an increased number of SEN teachers, enhanced teacher competencies, and improved inclusive facilities. The author recommends forming an IEP development team, conducting regular teacher training, and strengthening collaboration with external stakeholders as strategic steps to enhance the quality of inclusive education at SIKK.

Keywords: Inclusive education, inclusion management, multi-level, overseas Indonesian schools, students with special needs.