EVALUASI IMPLEMENTASI PENDIDIKAN INKLUSIF DI SEKOLAH DASAR NEGERI KECAMATAN JATIUWUNG KOTA TANGERANG MENGGUNAKAN MODEL CIPP

ADZKA AZZAMULHAQ, . (2026) EVALUASI IMPLEMENTASI PENDIDIKAN INKLUSIF DI SEKOLAH DASAR NEGERI KECAMATAN JATIUWUNG KOTA TANGERANG MENGGUNAKAN MODEL CIPP. Magister thesis, UNIVERSITAS NEGERI JAKARTA.

	Text COVER.pdf Download (1MB)
	Text BAB 1.pdf Download (406kB)
	Text BAB 2.pdf Restricted to Registered users only Download (377kB) | Request a copy
	Text BAB 3.pdf Restricted to Registered users only Download (550kB) | Request a copy
	Text BAB 4.pdf Restricted to Registered users only Download (654kB) | Request a copy
	Text BAB 5.pdf Restricted to Registered users only Download (269kB) | Request a copy
	Text DAFTAR PUSTAKA.pdf Download (335kB)
	Text LAMPIRAN.pdf Restricted to Registered users only Download (3MB) | Request a copy

Abstract

Penelitian ini bertujuan untuk mengevaluasi implementasi pendidikan inklusif pada lima Sekolah Dasar Negeri Penyelenggara Pendidikan Inklusif di Kecamatan Jatiuwung, Kota Tangerang, menggunakan model Context, Input, Process, dan Product (CIPP). Penelitian ini menggunakan metode campuran dengan desain convergent parallel mixed methods, dengan data kualitatif sebagai data utama dan data kuantitatif sebagai data pendukung. Penelitian ini dilaksanakan di SDN Pasir Jaya 2, SDN Jatake 3, SDN Jatake 4, SDN Gandasari 1, dan SDN Keroncong Mas Permai. Data dikumpulkan melalui wawancara, observasi, dokumentasi, dan kuesioner. Data kualitatif dianalisis melalui reduksi data, penyajian data, dan penarikan kesimpulan, sedangkan data kuantitatif dianalisis menggunakan statistik deskriptif persentase. Hasil penelitian memperlihatkan bahwa aspek context mendapatkan persentase 83,94% dengan kategori baik, yang ditunjukkan oleh kebutuhan program yang kuat, dukungan kebijakan, dan tujuan program yang relevan dengan kebutuhan peserta didik berkebutuhan khusus. Aspek input mendapatkan 83,64% dengan kategori baik, yang ditunjukkan oleh kesiapan sumber daya pendukung, kurikulum adaptif, sarana aksesibel, dan pembiayaan. Aspek process mendapatkan persentase tertinggi sebesar 86,54% dengan kategori baik. Identifikasi dan asesmen, Program Pembelajaran Individual (PPI), pembelajaran adaptif, kolaborasi tenaga pendidik, dan pembentukan iklim inklusif sudah dilaksanakan, namun belum sepenuhnya konsisten dan terdokumentasi. Aspek product mendapatkan 82,22% dengan kategori baik. Program telah meningkatkan akses pendidikan, perkembangan akademik, keterampilan sosial, kemandirian, partisipasi peserta didik berkebutuhan khusus, dan penerimaan terhadap keberagaman, meskipun hasilnya belum merata. Secara keseluruhan, implementasi pendidikan inklusif mendapatkan persentase 84,17% dan termasuk kategori baik. Program layak dilanjutkan dengan penguatan pada asepk input dan product yakni peningkatan sumber daya, aksesibilitas sarana, pembiayaan, kolaborasi, serta pemantauan perkembangan peserta didik berkebutuhan khusus secara berkelanjutan. *** This study aims to evaluate the implementation of inclusive education at five public elementary schools offering inclusive education in Jatiuwung Subdistrict, Tangerang City, using the Context, Input, Process, and Product (CIPP) model. This study employs a mixed-methods approach with a convergent parallel mixed-methods design, using qualitative data as the primary data and quantitative data as supporting data. This study was conducted at SDN Pasir Jaya 2, SDN Jatake 3, SDN Jatake 4, SDN Gandasari 1, and SDN Keroncong Mas Permai. Data were collected through interviews, observations, documentation, and questionnaires. Qualitative data were analyzed through data reduction, data presentation, and drawing conclusions, while quantitative data were analyzed using descriptive statistics (percentages). The research results show that the context aspect received a score of 83.94% in the “good” category, as evidenced by a strong program need, policy support, and program objectives relevant to the needs of students with special needs. The input aspect received a score of 83.64% in the “good” category, as evidenced by the availability of supporting resources, an adaptive curriculum, accessible facilities, and funding. The “process” aspect received the highest score of 86.54%, rated as “good.” Identification and assessment, Individualized Education Programs (IEPs), adaptive learning, collaboration among educators, and the creation of an inclusive environment have been implemented, though not yet fully consistent or documented. The “product” aspect received a score of 82.22%, rated as “good.” The program has improved access to education, academic development, social skills, independence, participation of students with special needs, and acceptance of diversity, although the results have not been uniform. Overall, the implementation of inclusive education received a score of 84.17% and was rated “good.” The program is worth continuing with a focus on strengthening the “input” and “outcome” aspects—namely, increasing resources, improving facility accessibility, securing funding, fostering collaboration, and continuously monitoring the progress of students with special needs.

Item Type:	Thesis (Magister)
Additional Information:	1). Prof. Dr. Asep Supena, M.Psi 2). Dr. Indra Jaya, M.Pd
Subjects:	Pendidikan > Evaluasi Pendidikan Pendidikan > Pendidikan Dasar Pendidikan > Pendidikan Khusus
Divisions:	FIP > S2 Pendidikan Khusus
Depositing User:	Adzka Azzamulhaq .
Date Deposited:	03 Sep 2026 08:52
Last Modified:	03 Sep 2026 08:52
URI:	http://repository.unj.ac.id/id/eprint/73694

Actions (login required)

View Item