Evaluasi Implementasi Kebijakan Sekolah Inklusif di Sekolah Dasar Negeri Jakarta Selatan

AFNAN ILIYA TSABITA, . (2026) Evaluasi Implementasi Kebijakan Sekolah Inklusif di Sekolah Dasar Negeri Jakarta Selatan. Magister thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Pelaksanaan kebijakan sekolah inklusi merupakan upaya pemerintah dalam menjamin hak setiap warga negara untuk memperoleh layanan pendidikan yang setara tanpa diskriminasi. Meskipun berbagai regulasi telah diterbitkan, implementasi kebijakan sekolah inklusi di lapangan masih menghadapi berbagai tantangan, seperti keterbatasan sumber daya, kompetensi pendidik, serta dukungan sarana dan prasarana. Penelitian ini bertujuan untuk mengevaluasi pelaksanaan kebijakan sekolah inklusi di Sekolah Dasar Negeri Jakarta Selatan menggunakan model evaluasi Context, Input, Process, Product (CIPP) yang dipadukan dengan perspektif Model Evaluasi Formal William N. Dunn sebagai dasar dalam menilai keberhasilan implementasi kebijakan publik di bidang pendidikan. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus. Pengumpulan data dilakukan melalui wawancara mendalam, observasi, dan studi dokumentasi terhadap informan yang terdiri atas pejabat Dinas Pendidikan Provinsi DKI Jakarta, kepala sekolah, guru, serta orang tua peserta didik pada empat Sekolah Dasar Negeri penyelenggara pendidikan inklusi di Jakarta Selatan. Analisis data dilakukan secara interaktif melalui reduksi data, penyajian data, serta penarikan kesimpulan dengan teknik triangulasi sumber dan metode untuk menjamin kredibilitas temuan penelitian. Hasil penelitian menunjukkan bahwa pelaksanaan kebijakan sekolah inklusi telah berjalan sesuai arah kebijakan pemerintah dalam memberikan akses pendidikan bagi peserta didik berkebutuhan khusus, namun implementasinya belum sepenuhnya optimal. Pada aspek context, terdapat kesenjangan antara tujuan kebijakan dengan kesiapan sekolah dalam memenuhi kebutuhan layanan pendidikan inklusif. Pada aspek input, keterbatasan guru pembimbing khusus, kompetensi pendidik, anggaran, serta sarana dan prasarana masih menjadi kendala utama. Pada aspek process, koordinasi antar pemangku kepentingan, asesmen peserta didik, serta pelaksanaan pembelajaran adaptif telah dilaksanakan, meskipun belum berlangsung secara konsisten di seluruh sekolah. Sementara pada aspek product, kebijakan sekolah inklusi memberikan dampak positif terhadap peningkatan akses pendidikan, perkembangan sosial peserta didik, serta tumbuhnya budaya sekolah yang lebih inklusif, meskipun kualitas layanan masih memerlukan penguatan melalui peningkatan kapasitas sumber daya manusia, dukungan kebijakan, serta sistem evaluasi yang berkelanjutan. Kata Kunci: evaluasi kebijakan, pendidikan inklusif, CIPP, evaluasi formal, implementasi kebijakan. ***** The implementation of inclusive school policy represents the government's commitment to ensuring equal educational opportunities for all citizens without discrimination. Despite the establishment of various regulations supporting inclusive education, policy implementation at the school level continues to encounter numerous challenges, including limited resources, insufficient teacher competencies, and inadequate educational facilities. This study aims to evaluate the implementation of inclusive school policy in public elementary schools in South Jakarta by employing the Context, Input, Process, Product (CIPP) evaluation model integrated with William N. Dunn's Formal Evaluation Model to assess the effectiveness of public policy implementation in the education sector. This study adopted a qualitative approach using a case study design. Data were collected through in-depth interviews, observations, and document analysis involving officials from the Provincial Education Office of Jakarta, school principals, teachers, and parents of students from four public elementary schools implementing inclusive education in South Jakarta. Data were analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing, while source and method triangulation were employed to ensure the credibility and trustworthiness of the findings. The findings indicate that the implementation of inclusive school policy has generally aligned with the government's objective of expanding educational access for students with special educational needs; however, its implementation has not yet reached an optimal level. From the context perspective, a gap remains between policy objectives and schools' readiness to provide inclusive educational services. Regarding the input dimension, shortages of special education teachers, limited educator competencies, insufficient funding, and inadequate facilities remain significant challenges. In terms of the process dimension, stakeholder coordination, student assessment, and adaptive learning practices have been implemented, although their consistency varies across schools. Concerning the product dimension, the policy has contributed positively to expanding educational access, enhancing students' social development, and fostering a more inclusive school culture. Nevertheless, further improvements are required through strengthening human resource capacity, policy support, and sustainable evaluation mechanisms. Keywords: policy evaluation, inclusive education, CIPP, formal evaluation, policy implementation.

Item Type:	Thesis (Magister)
Additional Information:	1). Winda Dewi Listyasari, M. Pd, Ph.D 2). Ir. Dr. Teguh Trianung D. S., M.M
Subjects:	Pendidikan > Evaluasi Pendidikan
Divisions:	FIP > S2 Manajemen Pendidikan
Depositing User:	AFNAN ILIYA TSABITA .
Date Deposited:	19 Aug 2026 07:21
Last Modified:	19 Aug 2026 07:21
URI:	http://repository.unj.ac.id/id/eprint/71897

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