EVALUASI IMPLEMENTASI KURIKULUM PENDIDIKAN INKLUSI BERBASIS DIFERENSIASI DI SMA SCHOOL OF HUMAN

AULIA NISRINA FIRSTIANI, . (2026) EVALUASI IMPLEMENTASI KURIKULUM PENDIDIKAN INKLUSI BERBASIS DIFERENSIASI DI SMA SCHOOL OF HUMAN. Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Penelitian ini bertujuan mengevaluasi implementasi kurikulum pendidikan inklusi berbasis diferensiasi di SMA School of Human menggunakan model evaluasi Context, Input, Process, Product (CIPP) dengan pendekatan kualitatif dan metode evaluatif. Data dikumpulkan melalui wawancara, observasi, dan studi dokumentasi yang melibatkan Kepala Unit Inklusi, Guru Pendamping Khusus (GPK), tenaga terapis, guru mata pelajaran, peserta didik berkebutuhan khusus (PDBK), dan orang tua, kemudian dianalisis melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa implementasi kurikulum secara umum telah sesuai dengan komponen CIPP, ditunjukkan oleh kesesuaian landasan hukum, tujuan, dan analisis kebutuhan; dukungan sumber daya manusia, bahan ajar, dan pembiayaan; pelaksanaan pembelajaran, layanan terapi, penilaian, dan monitoring yang berkelanjutan; serta perkembangan akademik dan nonakademik PDBK sesuai kebutuhan masing-masing. Meski demikian, peningkatan aksesibilitas sarana dan prasarana serta pengembangan kompetensi pendidik secara berkelanjutan masih diperlukan agar implementasi kurikulum dapat berjalan lebih optimal. *** This study aimed to evaluate the implementation of a differentiated inclusive education curriculum at SMA School of Human using the Context, Input, Process, Product (CIPP) evaluation model. The study employed a qualitative approach with an evaluative method. Data were collected through interviews, observations, and document analysis involving the Head of the Inclusion Unit, Special Education Teachers, therapists, subject teachers, and students with special needs, and were analyzed through data reduction, data display, and conclusion drawing. The findings indicate that, overall, the implementation of the differentiated inclusive education curriculum is consistent with the CIPP evaluation components, as reflected in the appropriateness of its legal foundation, objectives, and underlying rationale; the availability of qualified human resources, learning materials, and financial support; the implementation of instructional planning, therapeutic services, assessment, and continuous monitoring; as well as the academic and non-academic development of students with special educational needs in accordance with their individual learning needs. Nevertheless, improvements in the accessibility of facilities and infrastructure, as well as the continuous professional development of educators, are still needed to further optimize the implementation of the differentiated inclusive education curriculum.

Item Type:	Thesis (Sarjana)
Additional Information:	1). Prof. Dr. Masduki, S.H., M.M.; 2). Dr. H. Sugiarto, M.A.
Subjects:	Pendidikan > Evaluasi Pendidikan
Divisions:	FIP > S1 Manajemen Pendidikan
Depositing User:	Aulia Nisrina Firstiani .
Date Deposited:	27 Aug 2026 02:24
Last Modified:	27 Aug 2026 02:24
URI:	http://repository.unj.ac.id/id/eprint/73240

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