MANAJEMEN PENDIDIKAN INKLUSIF PADA SEKOLAH MENENGAH PERTAMA DI SURABAYA

(Studi multi situs di SMPN 28 Surabaya dan SMPN 4 Surabaya)

Inclusive Education Management at Junior High Schools in Surabaya (A Multi-Site Study at SMP Negeri

4 Surabaya and SMP Negeri 28 Surabaya).

Triworo Parnoningrum. 2026. Manajemen Pendidikan Inklusif pada Sekolah Menengah Pertama di Surabaya (Studi Multi-Situs di SMP Negeri 4 Surabaya dan SMP Negeri 28 Surabaya). Tesis, Program Studi Manajemen Pendidikan Pascasarjana Universitas Negeri Surabaya. Pembimbing I: Dr. Nunuk Hariyati, S.Pd., M.Pd. Pembimbing II: Dr. Muhamad Sholeh, S.Pd., M.Pd.

Implementasi pendidikan inklusif pada jenjang Sekolah Menengah Pertama di Kota Surabaya berkembang sejak penetapan kebijakan sekolah inklusif tahun 2011, namun dalam praktiknya masih memerlukan penguatan pada proses manajemen sekolah, kolaborasi personil, serta keberlanjutan layanan bagi Peserta Didik Berkebutuhan Khusus (PDBK). Kepala sekolah menjadi aktor sentral dalam mengelola kebijakan, sumber daya, pembelajaran, penilaian, budaya sekolah, dan pelaporan perkembangan peserta didik dalam ekosistem sekolah umum yang beragam. Penelitian ini bertujuan mendeskripsikan dan menganalisis manajemen pendidikan inklusif di SMP Negeri Surabaya yang mencakup 4 aspek manajemen (perencanaan, pengorganisasian, pelaksanaan, pengawasan) yang dipadukan ke dalam 6 fokus penelitian, yaitu: (1) perumusan kebijakan sekolah inklusif, (2) asesmen identifikasi pembelajaran individual, (3) penyusunan kurikulum akomodatif, (4) praktik pembelajaran inklusif, (5) penilaian ketercapaian kompetensi/PPI, serta (6) budaya inklusif dan pelaporan hasil belajar serta perkembangan diri/PPI. Penelitian ini menggunakan pendekatan kualitatif dengan rancangan studi multi-situs di SMP Negeri 4 Surabaya dan SMP Negeri 28 Surabaya. Subjek penelitian meliputi kepala sekolah, wakil kepala sekolah, guru mata pelajaran, Guru Pembimbing Khusus (GPK), guru BK, wali kelas, komite sekolah, orang tua, dan peserta didik. Data dikumpulkan pada Agustus–Desember 2025 melalui wawancara mendalam, observasi partisipatif, dan telaah dokumen program sekolah. Analisis data dilakukan melalui kondensasi data, penyajian data, dan penarikan kesimpulan. Keabsahan data diuji menggunakan triangulasi sumber dan triangulasi teknik, diperkuat dengan member check serta audit trail. Hasil penelitian menunjukkan bahwa: (a) Perencanaan dilakukan melalui penyusunan visi–misi inklusif, pemetaan kebutuhan PDBK, asesmen awal, dan penyusunan Program Pembelajaran Individual (PPI) serta kurikulum akomodatif. (b) Pengorganisasian dilaksanakan melalui pembentukan tim pengembang sekolah inklusif, penataan peran GPK sebagai mitra kolaboratif guru mata pelajaran, pengelolaan ruang sumber, dan koordinasi lintas pihak internal–eksternal. (c) Pelaksanaan layanan diterapkan melalui adaptasi kurikulum, pembelajaran individual–klasikal berdiferensiasi, intervensi BK, pembentukan karakter, serta pembiasaan sikap saling menghargai. (d) Pengawasan dilaksanakan melalui monitoring asesmen dan PPI, supervisi berkala kelas inklusif, evaluasi program, dokumentasi, serta tindak lanjut peningkatan kapasitas guru. Faktor pendukung mencakup komitmen kepemimpinan dan budaya kolaboratif, sedangkan hambatan mencakup keterbatasan sarana dan variasi kesiapan guru dalam menerapkan pembelajaran inklusif. Simpulan penelitian menegaskan bahwa manajemen pendidikan inklusif di SMP Negeri Surabaya berjalan lebih efektif ketika dipimpin secara partisipatif, kolaboratif, dan berorientasi pada kebutuhan PDBK, disertai supervisi berkelanjutan serta penguatan budaya sekolah inklusif.

Kata kunci: Pendidikan Inklusif, Manajemen pendidikan , Sekolah inklusif.

Triworo Parnoningrum. 2026. Inclusive Education Management at Junior High Schools in Surabaya (A Multi-Site Study at SMP Negeri 4 Surabaya and SMP Negeri 28 Surabaya). Thesis, Master’s Program in Education Management, Faculty of Education, State University of Surabaya. Supervisor I: Dr. Nunuk Hariyati, S.Pd., M.Pd. Supervisor II: Dr. Muhamad Sholeh, S.Pd., M.Pd.

The implementation of inclusive education at the Junior High School level in Surabaya has progressed since the designation of inclusive schools policy in 2011. However, in practice, it still requires strengthening in school management processes, personnel collaboration, and sustainability of services for students with special educational needs (SEN). The school principal plays a central role in managing policies, learning resources, instructional practices, assessment, school culture, and reporting of SEN students’ academic achievement and personal development within a diverse general school ecosystem. This study aims to describe and analyze inclusive education management at public junior high schools in Surabaya, covering four core management aspects (planning, organizing, implementation, and supervision) integrated into six research focuses: (1) formulation of inclusive school policies, (2) identification and assessment of individualized learning needs, (3) development of accommodative curriculum and Individualized Education Programs (IEP), (4) inclusive instructional practices, (5) assessment of learning outcomes and IEP goal attainment, and (6) development of inclusive school culture and reporting of learning achievement and personal growth. This research employs a qualitative multi-site study design at SMP Negeri 4 Surabaya and SMP Negeri 28 Surabaya. Research participants include principals, vice principals, subject teachers, special education teachers (SET/GPK), school counselors, homeroom teachers, school committees, parents, and students. Data were collected from August to December 2025 through in-depth interviews, participatory observation, and document analysis. Data analysis followed the stages of data condensation, data display, and conclusion drawing. Data trustworthiness was ensured using source and method triangulation, member checking, and audit trail verification. The findings reveal that: (a) Planning involved inclusive vision-mission setting, mapping of SEN student needs, initial assessments, and development of accommodative curriculum and IEP/IEP-based services; (b) Organizing included establishing inclusive school development teams, positioning special education teachers as collaborative partners of subject teachers, managing learning resource rooms, and strengthening cross-stakeholder coordination; (c) Implementation comprised curriculum adaptation, differentiated individualized-classical instruction, counseling and non-academic interventions, character development, and fostering mutual respect as a school norm; and (d) Supervision covered regular monitoring of assessments and IEP implementation, periodic inclusive classroom supervision, program evaluation, documentation, and structured follow-up to improve teacher capacity. Supporting factors included strong leadership commitment and collaborative culture, while key challenges involved limited facilities and varied teacher readiness in inclusive pedagogy. The study concludes that inclusive education management at public junior high schools in Surabaya operates more effectively when led through participatory, collaborative leadership oriented toward SEN student needs, reinforced by continuous supervision and strengthening of inclusive school culture.

Keywords: Inclusive Education, Education Management, Inclusive School.