IMPLEMENTATION OF INDIVIDUALIZED EDUCATION PROGRAMS (IEP) TO IMPROVE LEARNING OUTCOMES FOR INCLUSIVE STUDENTS IN THE MERDEKA CURRICULUM AT ELEMENTARY SCHOOLS
Abstract
Abstract
Inclusive education is a solution to the existence of barriers in the world of education that differentiate between normal children and children with special needs. This study uses qualitative research with a case study approach. The data were obtained through interviews and observations to get data on the implementation of IEP in improving the learning outcomes of inclusive students. The results of this study indicate that implementing IEP can improve the learning outcomes of inclusive students. This IEP describes the planning, implementation, and evaluation stages. The planning stage in implementing IEP includes an initial assessment by experts, meetings with parents to present the assessment results, and compiling IEP. The implementation stage begins with a presentation carried out by the GPK, practice, and supervision, divided into two parts, namely indoor and outdoor learning and independent practice, in the form of assignments that have been adjusted to IEP. The evaluation stage is divided into daily, weekly, and monthly evaluations. This study shows the importance of IEP in supporting student learning success because it is adjusted to their needs. The conclusion of this study is the importance of implementing IEP in improving the learning outcomes of inclusive students who are adjusted to the Merdeka curriculum.
Downloads
References
Apriati, Y. (2021). Pelaksanaan Pembelajaran Siswa Tunagrahita di Sekolah Inklusif. Jurnal Ortopedagogia, 7(1), 23–28. https://doi.org/https://pdfs.semanticscholar. org/2d23/816135dd56f0c474efedc3a99b5a09b1a065.pdf
Ariyani, N. W. (2017). Penguatan Hak-Hak Penyandang Disabilitas di Bidang Pendidikan di Kota Yogyakarta Berdasarkan UUD 1945 dan Convention on the Rights of Persons with Disabilities (CRPD). Jurnal Kajian Hukum, 2(2), 270–293. https://api.semanticscholar.org/CorpusID:159204871
Assjari, M. (2005). Program Pembelajaran Individual. Departemen Pendidikan Nasional Direktorat Jendral Manajemen Pendidikan Dasar dan Menengah Direktorat Pembinaan Sekolah Luar Biasa.
Bahri, S. (2022). Manajemen Pendidikan Inklusi di Sekolah Dasar. Edukatif : Jurnal Ilmu Pendidikan, 4(1), 94–100. https://doi.org/10.31004/edukatif.v4i1.1754
Barsihanor, & Rosyida, D. A. (2019). Implementasi Pendidikan Inklusi pada Sekolah Dasar Islam Terpadu Al-Firdaus Banjarmasin. Jurnal Tarbiyatuna, 10(2), 147–166. https://doi.org/10.31603/tarbiyatuna.v10i2.2712
Febriana, R. (2019). Evaluasi Pembelajaran. Bumi Aksara.
Garnida, D. (2015). Pengantar Pendidikan Inklusif. Refika Aditama.
Gunawan, I. (2013). Metode Penelitian Kualitatif Teori dan Praktik. Bumi Aksara.
Hakim, L. (2016). Pemerataan Akses Pendidikan Bagi Rakyat Sesuai dengan Amanat. Edutech: Jurnal Ilmu Pendidikan dan Ilmu Sosiall, 2(1), 2442–7063. https://doi. org/10.30596/edutech.v2i1.575
Hasibuan, M. I. (2014). Model Pembelajaran CTL. Logaritma: Jurnal Ilmu-Ilmu Pendidikan dan Sains, 2(1), 1–12. https://doi.org/10.24952/logaritma.v2i01.214
Irvan, M., & Jauhari, M. N. (2018). Implementasi Pendidikan Inklusif sebagai Perubahan Paradigma Pendidikan di Indonesia. Buana Pendidikan: Jurnal Fakultas Keguruan dan Ilmu Pendidikan Unipa Surabaya, 14(26), 175–187. https://doi.org/10.36456/bp.vol14.no26.a1683
Mayasari, N. (2019). Layanan Pendidikan bagi Anak Tunagrahita dengan Tipe Down Syndrome. Yinyang: Jurnal Studi Islam Gender dan Anak, 14(1), 111–134. https://doi.org/10.24090/yinyang.v14i1.2847
Moleong, L. J. (2018). Metodologi Penelitian Kualitatif,. PT. Remaja Rosdakarya.
Mulyani, D. W. C., & Abidinsyah. (2021). Strategi Pembelajaran Peserta Didik Anak Berkebutuhankhusus (ABK) di SDN Antar Baru 1 Marabahan. Jurnal Pendidikan Hayati, 7(4), 197–216. https://jurnal.stkipbjm.ac.id/index.php/JPH/ article/view/1597/816
Munajah, R., Marini, A., & Sumantri, M. S. (2021). Implementasi Kebijakan Pendidikan Inklusi di Sekolah Dasar. Jurnal Basicedu, 5(3), 1183–1190. https://doi.org/10.31004/basicedu.v5i3.886
Ni’matuzahroh, & Nurhamida, Y. (2016). Individu Berkebutuhan Khusus dan Pendidikan Inklusif. UMM Press.
Nurfadillah, S., Lailatus, S., Cahyani, A. P., Haya, A. F., Rachma, S. N., Umayyah, N., & Huzaemah. (2022). Landasan Penyelenggaraan Pendidikan Inklusi di Sekolah Alam Tangerang. Jurnal Masaliq: Jurnal Pendidikan dan Sains, 2(6), 669–677. https://doi.org/10.58578/masaliq.v2i6.625
Rona, F. (2012). Proses Pembelajaran dalam Setting Inklusi di Sekolah Dasar. JuppeKhu: Jurnal Ilmiah Pendidikan Khusus, 1(1). https://doi.org/10.24036/jupe 7810.64
Saleh, S. (2017). Analisis Data Kualitatif. Pustaka Ramadhan. http://eprints.unm.ac.id/ id/eprint/14856
Setiadi, H. (2016). Pelaksaan Penilaian pada Kurikulum 2013. Jurnal Penelitian dan Evaluasi Pendidikan, 20(2), 166–178. https://doi.org/10.21831/pep.v20i2.7173
Subini, N. (2012). Mengatasi Kesulit-an Belajar pada Anak. Javalitera.
Sugiyono, D. (2013). Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif dan R&D. Alfabeta.
Tarmansyah. (2007). Inklusi, Pendidikan untuk Semua. Depdiknas Dirjen Dikti.
Tilaar, H. A. (2008). Kebijakan Pendidikan: Pengantar untuk Memahami Kebijakan Pendidikan dan Kebijakan Pendidikan Sebagai Kebijakan Publik. Pustaka Pelajar.
Triandani, L. (2020). Strategi Guru dalam Menghadapi Perilaku Anak Hiperaktif di SDN 01 Kauman Tulungagung. In Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung. http://repo.uinsatu.ac.id/id/eprint/17219
Uno, H. B., & Satria, K. (2012). Assessment Pembelajaran. Bumi Aksara.
Yunita, E. I., Suneki, S., & Wakhyudin, H. (2019). Manajemen Pendidikan Inklusi dalam Proses Pembelajaran dan Penanganan Guru terhadap Anak Berkebutuhan Khusus. International Journal of Elementary Education, 3(3), 267–274.
Copyright (c) 2024 Fadhilatun Ni'mah, Rodliyatin Ni’am
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with AULADUNA: Jurnal Pendidikan Dasar Islam agree to the following terms: Authors retain the copyright and grant Universitas Islam Negeri Alauddin Makassar right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon the material) the work for any purpose, even commercially with an acknowledgement of the work's authorship and initial publication in Universitas Islam Negeri Alauddin Makassar. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in Universitas Islam Negeri Alauddin Makassar. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
