PENERAPAN MANAJEMEN PENDIDIKAN INKLUSI DI SEKOLAH INDONESIAN LUAR NEGERI (STUDI KASUS : SEKOLAH INDONESIA KUALA LUMPUR)

THE IMPLEMENTATION OF INCLUSIVE EDUCATION MANAGEMENT IN INDONESIAN SCHOOLS ABROAD (CASE STUDY: INDONESIAN SCHOOL KUALA LUMPUR)

Rupinis: Penerapan Manajemen Pendidikan Inklusi di Sekolah Indonesia Luar Negeri studi kasus : Sekolah Indonesia Kuala Lupur. Laporan tugas akhir, Surabaya: Fakultas Ilmu Pendidikan, Universitas Negeri Surabaya, 2025. Penelitian ini berfokus pada bagaimana pendidikan inklusi direncanakan, dilaksanakan, dan dievaluasi di SekolahIndonesia Kuala Lumpur (SIKL) pada jenjang TK, SD, SMP, dan SMA. Sebagai sekolah luar negeri yang menerapkan kebijakan pendidikan inklusi sesuai dengan Permendiknas Nomor 70Tahun 2009, SIKL menghadapi tantangan dalam menyesuaikan kebijakan nasional dengan lingkungan internasional sertamemastikan bahwa setiap siswa, termasuk siswa berkebutuhan khusus (ABK), mendapatkan layanan pendidikan yang optimal. Oleh karena itu, penelitian ini bertujuan untuk menganalisis bagaimana SIKL mengadaptasi kurikulum, menerapkan strategi pembelajaran, serta mengevaluasi keberhasilan pendidikan inklusi di berbagai jenjang pendidikan. Penelitian ini menggunakan metode studi kasus denganmelibatkan delapan responden utama yang terdiri dari kepala sekolah, wakil kepala sekolah, guru dari berbagai jenjangpendidikan (TK, SD, SMP, dan SMA), orang tua siswa berkebutuhan khusus, serta siswa berkebutuhan khusus. Datadikumpulkan melalui wawancara mendalam, observasi partisipatif, serta studi dokumen terkait kebijakan dan praktik pendidikan inklusi di SIKL. Analisis data dilakukan secarakualitatif dengan pendekatan tematik untuk mengidentifikasi pola dalam perencanaan, pelaksanaan, dan evaluasi pendidikan inklusi. Hasil penelitian menunjukkan bahwa SIKL telah berupaya menciptakan lingkungan pembelajaran yang inklusif dengan menyesuaikan kurikulum, menerapkan strategi pembelajaran berbasis diferensiasi, serta mengembangkan metode asesmen yanglebih fleksibel. Evaluasi pendidikan inklusi di SIKL mengungkapkan bahwa asesmen berbasis portofolio, tugas berbasis proyek, serta evaluasi berbasis observasi dapat menjadi solusi dalam menilai perkembangan siswa berkebutuhan khususdengan lebih akurat. Oleh karena itu, penelitian ini merekomendasikan penguatan pelatihan bagi tenaga pendidik,  peningkatan fasilitas pendukung, serta pengembangan sistemasesmen yang lebih adaptif untuk meningkatkan efektivitas pendidikan inklusi di SIKL.

Rupinis: Implementation of Inclusive Education Management in Indonesian Schools Abroad – A Case Study of Sekolah Indonesia KualaLumpur. Final Project Report, Surabaya: Faculty of Education, State University of Surabaya, 2025. Inclusive education aims to provide equal access to education for all students, including those with special needs. This study focuses on how inclusive education is planned, implemented, and evaluated at Sekolah Indonesia Kuala Lumpur (SIKL) across kindergarten, elementary, juniorhigh, and senior high school levels. As an overseas Indonesian school that implements inclusive education policies in accordance with Ministerial Regulation No. 70 of 2009, SIKL faces challenges in aligning national policies with an international environment while ensuring that all students, including those with special needs (ABK), receive optimal educational services. Therefore, this research aims to analyze how SIKL adapts its curriculum, applies inclusive teaching strategies, and evaluates the effectiveness of inclusive education across different educational levels. This study employs a case study method involving eight key respondents, including the principal, vice principal, teachers from various educational levels (kindergarten, elementary, junior high, and senior high school), parents of students with special needs, and students with special needs. Data was collected through in-depth interviews, participatory observations, and document analysis related to inclusive education policies and practices at SIKL. The data was analyzed qualitatively using athematic approach to identify patterns in planning, implementation, and evaluation of inclusive education. The findings reveal that SIKL has made efforts to create an inclusive learning environment by adjusting the curriculum, implementing differentiated teaching strategies, and developing more flexible assessment methods. However, significant challenges remain, including a shortage of support staff, limited facilities, and the need for more specialized teacher training in handling students with special needs.The evaluation of inclusive education at SIKL indicates that portfolio-based assessment, project-based assignments, and observation-based evaluations can serve as effective methods for assessing the progress of students with special needs. Therefore, this study recommends strengthening teachertraining, improving support facilities, and developing a more adaptive assessment system to enhance the effectiveness of inclusive education at SIKL.