Manajemen Pembelajaran Program Inklusif Pendidikan Anak Usia Dini Di KB/TK Labschool Jakarta

Learning Management Of Inclusive Early Childhood Education Programs in KB/TK Labschool Jakarta

Penelitian ini memiliki tujuan mendeskripsikan Manajemen Pembelajaran Program Inklusif Pendidikan Anak Usia Dini di KB/TK Labschool Jakarta. Metode penelitian menggunakan studi kasus dengan pendekatan deskriptif partisipatif. Hasil penelitian menunjukkan bahwa: (1) Perencanaan pembelajaran program inklusif dilakukan dengan beberapa tahap di antaranya: asesmen kebutuhan anak, membuat profil anak dan diskusi, (2) Pengorganisasian pembelajaran dalam program inklusi di KB/TK Labschool Jakarta melalui tahap penetapan struktur organisasi sekolah, mengelompokkan, mengatur dan membagi tugas serta tanggung jawab, dan penyusunan jadwal, (3) Pelaksanaan pembelajaran program inklusif (program practical life, program sensory movement, program sensory swimming, dan motorik) dilaksanakan bergantian sesuai jadwal dimana program yang telah disusun memiliki sifat dinamis yang artinya dapat berubah sesuai dengan perkembangan anak, dan (4) Evaluasi keberhasilan pembelajaran program inklusif dilakukan melalui catatan kegiatan harian tanpa adanya indikator penentu keberhasilan karena diukur berdasarkan perkembangan kemampuan anak kesiapan dalam bersekolah dan memiliki lifeskill untuk kehidupan sehari-hari serta respon positif orang tua.

The aim of reseacrh to describe the Learning Management of the Early Childhood Education Inclusive Program at KB / TK Labschool Jakarta. The research method uses a case study with a participatory descriptive approach. The results showed that: (1) Inclusive program learning planning is carried out with several stages including: assessment of children's needs, creating child profiles and discussions, (2) Organizing learning in the inclusive program at KB/TK Labschool Jakarta through the stages of establishing a school organizational structure, grouping, organizing and dividing tasks and responsibilities, and preparing schedules, (3) Implementation of inclusive program learning (practical life program, sensory movement program, sensory swimming program, (3) The implementation of inclusive program learning (practical life program, sensory movement program, sensory swimming program, and motor program) is carried out alternately according to the schedule where the program that has been prepared has a dynamic nature which means that it can change according to child development, and (4) Evaluation of the success of inclusive program learning is carried out through daily activity records without any indicators of success because it is measured based on the development of children's ability to be ready for school and have lifeskills for daily and positive responses parents.