Junaedi, Eddy (2016) EFEKTIVITAS MANAJEMEN IMPLEMENTASI KEBIJAKAN PENDIDIKAN INKLUSIF DI SEKOLAH DASAR : Studi Kasus SDN 2 Cibabat Mandiri, SDN 5 Leuwi Gajah dan SDN Cigugur Tengah di Kota Cimahi. eprint_fieldopt_thesis_type_phd thesis, Universitas Pendidikan Indonesia.
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Abstract
Kebijakan pendidikan inklusif yang efektif memiliki kebergantungan kepada kemampuan sistem manajamen sekolah yang baik. Selama ini bahwa proses pendidikan inklusif sekarang ini belum mampu merealisasikan visi, misi, tujuan dan sasaran di sekolah. Masalah-masalah ini akan menyebabkan kepala sekolah, pendidik, dan karyawan merasa belum memahami untuk memberikan layanan prima pada peserta didik inklusif, mencari solusi yang dihadapi dan kebutuhan memenuhi harapan stakeholder. Fokus masalah yang diteliti adalah rendahnya kemampuan manajemen mutu sekolah dalam meningkatkan mutu pendidikan. Fokus ini diuraikan menjadi pertanyaann penelitian, beriktu: 1) bagaimanakah proses penetapan kebijakan pendidikan inklusif belum secara optimal di serahkan kepada kemandirian sekolah; 2) bagaimanakah sosialisasi pendidikan inklusif yang dapat diaplikasikan; 3) bagaimanakah program pendidikan inklusif belum secara optimal pencapaian visi, misi, tujuan dan sasaran hasil yang memuaskan; 4) implementasi pelaksanaan pendidikan inklusif kurang dikelola secara efektif, efisien, dan berkeadilan; 5) bagaimanakah upaya monitoring dan evaluasi dalam penyimpangan dan tindakan untuk mengatasinya; dan dampak implementasi kelas inklusif terhadap peningkatan dan perluasan akses pendidikan. Tujuan untuk mendeskripsikan menganalisa dan membuat model pengembangan efektifitas kebijakan pendidikan inklusif di sekolah dasar. Penelitian ini bersifat deskriptif kualitatif yang dilakukan dengan studi kasus ada tiga sekolah, yaitu: SDN 2 Cibabat Mandiri, SDN 5 Leuwi Gajah dan SDN Cigugur Tengah di Kota Cimahi. Taknik penggalian data dilakukan dengan penagamatan, wawancara dan studi dokumentasi sekolah. Pengolahan data dilakukan melalui proses analisis data, display, dan verifikasi data. Penelitian ini menyimpulkan bahwa efektifitas kebijakan pendidikan inklusif di sekolah dasar ada beberapa persepsi tentang sekolah inklusif yang ditangkap oleh ketiga sekolah yang dijadikan kajian. efektifitas input, proses, dan output yang terungkap dalam penelitian ini. Sekolah inklusif ada beberapa cara yang ditempuh sekolah untuk mencapai berkualitas, yaitu: 1) mampu menghasilkan output tinggi dari input rendah; 2) kualitas input dimaknai menjadi nilai tambah dari input pendidikan; 3) kualitas proses sebagai kondisi kualitas proses yang melampaui harapan; 4) kualitas output derajat kualitas output melebihi harapan atau standar ; 5) menciptakan dan melestarikan budaya sekolah; dan 6) dampak implementasi kelas inklusif terhadap peningkatan dan perluasan akses pendidikan belum efektif. Peneliti merekomendasikan beberapa hal bagi sekolah, yaitu: pertama, merumuskan kebijakan pendidikan inklusif, berupa visi, misi, tujuan, sasaran dan strategi pencapaian, norma prilaku mengakar ke semua individu; kedua, peran kepemimpinan dalam pencapaian bermutu merupakan aspek yang sangat kritis; ketiga, mengembangkan program kulikuler yang bervariatif banyak alternatif program akademik sesuai minat atau kondisi peserta didik; keempat, program ekstrakulikuler memiliki daya dukung menciptakan kualitas akademik dan non akademik; kelima, menciptakan mengajar bermutu, kepala sekolah perlu menciptakan harapan yang tinggi terhadap kinerja; keenam, menjalin kerja sama dengan stakeholders merencanakan kualitas bersama-sama untuk meraihnya; dan ketujuh, melakukan perubahan perilaku, budaya suportif pada pencapaian bermutu peraturan-peraturan dalam penciptaan budaya mutu sekolah Kata kunci: efektifitas Kebijakan Pendidikan Inklusif Effective inclusive education policies have a dependency on the system's ability manajamen good school. During that process of inclusive education today is not able to realize the vision, mission, goals and objectives in school. These problems will cause the principal, teachers, and employees are not understood to providing excellent services to the learners inclusive, seek solutions faced and the need to meet the expectations of stakeholders. The focus of the problem under study is the low quality of school management capabilities in improving the quality of education. This focus is decomposed into pertanyaann research, beriktu: 1) how is the process of establishing an inclusive education policy has not been optimally submitted to the school autonomy; 2) how the socialization of inclusive education that can be applied; 3) how inclusive education programs have not been optimally achieve the vision, mission, goals and objectives satisfactory results; 4) the implementation of the implementation of inclusive education are less managed effectively, efficiently, and equitably; 5) how the monitoring and evaluation efforts in irregularities and measures to address them; and the impact of the implementation of inclusive classrooms to the enhancement and expansion of access to education. Aim to describe analyze and model the effectiveness of policy development of inclusive education in primary schools. This research is descriptive qualitative case study, there are three schools, namely: SDN 2 Cibabat Mandiri, SDN 5 Leuwi Elephant and SDN Central Cigugur in Cimahi. Taknik extracting data carried by penagamatan, interviews and documentation study school. Data processing is done through the process of data analysis, display, and data verification. This study concluded that the effectiveness of the policy of inclusive education in primary schools there are some perceptions about inclusive schools captured by the three schools that made the study. effectiveness of input, process and output are revealed in this study. Inclusive schools there are several ways in which to achieve a quality school, namely: 1) capable of producing a high output of low input; 2) quality of inputs meant an added value of educational inputs; 3) the quality of the process as a condition of the process quality that exceeds expectations; 4) the quality of the output level output quality exceeds expectations or standards; 5) creating and preserving the culture of the school; and 6) the impact of the implementation of inclusive classrooms to the enhancement and expansion of access to education has not been effective. Researchers recommend a few things for the school, namely: first, to formulate inclusive education policies, such as vision, mission, goals, objectives and strategies for achieving, rooted behavioral norms to all individuals; second, a leadership role in the achievement of quality is a very critical aspect; Third, develop a curricular program that many alternatives varied academic programs according to interests or conditions of learners; fourth, extracurricular program has a carrying capacity of creating quality academic and non-academic; Fifth, create quality teaching, principals need to create high expectations on performance; Sixth, establish cooperation with the stakeholders of the quality plan together to achieve it; and seventh, change of behavior, culture supportive to the achievement of quality regulations on the creation of quality culture school Keywords: effectiveness of Inclusive Education Policy
| Item Type: | Thesis (eprint_fieldopt_thesis_type_phd) |
|---|---|
| Additional Information: | No. Panggil : D ADPEND JUN e-2016; Pembimbing : I. Udin Saefudin Sa'ud, II. Abin Syamsudin Makmun |
| Uncontrolled Keywords: | efektifitas Kebijakan Pendidikan Inklusif |
| Subjects: | L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB1501 Primary Education |
| Divisions: | Sekolah Pasca Sarjana > Administrasi Pendidikan S-3 |
| Depositing User: | Mrs. Neni Sumarni |
| Date Deposited: | 14 Sep 2017 07:41 |
| Last Modified: | 14 Sep 2017 07:41 |
| URI: | http://repository.upi.edu/id/eprint/25881 |
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