Manajemen Pendidikan Inklusif dalam Mewujudkan Potensi Peserta Didik Berkebutuhan Khusus di SMP Negeri 47 Surabaya

Berdasarkan data Kemendikbudristek Agustus 2021, 2.197.833 anak dengan kebutuhan khusus mengikuti pendidikan di Sekolah Luar Biasa (SLB) dan sekolah inklusif. Data tersebut menunjukkan peserta didik berkebutuhan khusus membutuhkan perhatian dalam bidang pendidikan. Pendidikan inklusif memberikan peluang untuk mendapatkan pendidikan bersama peserta didik reguler. Penelitian ini bertujuan untuk menggambarkan 1) perencanaan 2) implementasi 3) evaluasi pendidikan inklusif dalam mewujudkan potensi peserta didik berkebutuhan khusus melalui kegiatan akademik dan non akademik di SMP Negeri 47 Surabaya. Penelitian ini menggunakan metode kualitatif deskriptif melalui teknik observasi, wawancara dan studi dokumentasi. Hasil penelitian ini menunjukan 1) perencanaan dimulai dari koordinasi dengan dinas, GPK menyusun instrumen, penerimaan data peserta didik dan penjadwalan serta sosialisasi program 2) implementasi akademik berupa pembelajaran menggunakan RPP modifikasi dan Program Pembelajaran Individual (PPI), program khusus dan ekstrakurikuler wajib khusus 3) evaluasi akademik dilihat dari penilaian raport dan harian sedangkan non akademik dilihat dari capaian prestasi peserta didik berkebutuhan khusus.

Based on the data from Kemendikbudristek in August 2021, a total of 2.197.833 children with special needs are enrolled in Special Schools and inclusive schools. The data indicates that students with special needs require attention in the field of education. Inclusive education provides on opportunity for them to receive education alongside reguler students. This research aims to describe 1) planning, 2) implementation, and 3) evaluation of inclusive education in realizing the potential of students with special needs through academic and non-academic activities at SMP Negeri 47 Surabaya. The research adopts a qualitative descriptive method through observation, interviews, and document analysis. The findings of this research indicate that 1) planning begins with coordination with the relevant authorities, the Special Education Teacher Team developing instruments, student data collection, scheduling, and program socialization, 2) academic implementation involves modified lesson plans and individual learning program, as well as specific programs and mandatory extracurricular activities, and 3) academic evaluation is based on report cards and daily records, while non-academic evaluation is based on the achievements of students with special needs.