PEMAHAMAN GURU TERHADAP PENDIDIKAN INKLUSIF DI SEKOLAH DASAR (Survei Pada Sekolah Penyelenggara Pendidikan Inklusif Di Kecamatan Cinere Depok)

ALFINA DWI NURSAFITRI, . (2024) PEMAHAMAN GURU TERHADAP PENDIDIKAN INKLUSIF DI SEKOLAH DASAR (Survei Pada Sekolah Penyelenggara Pendidikan Inklusif Di Kecamatan Cinere Depok). Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Pemahaman guru terhadap pendidikan inklusif menjadi hal penting yang perlu diperhatikan dalam penyelenggaraan pendidikan inklusif. Penelitian ini bertujuan untuk memperoleh data empiris tentang pemahaman guru terhadap pendidikan inklusif di sekolah dasar. Penelitian ini menggunakan pendekatan kuantitatif, metode survei dengan statistika dasar, diantaranyaskor maksimum, skor minimum, rata-rata, rentang skor, dan standar deviasi dan di analisis menggunakan batas lulus ideal. Pengambilan sampel menggunakan teknik snowball sampling dengan sampel 102 guru kelas dan guru mata Pelajaran dari 7 sekolah dasar penyelenggara pendidikan inklusif di Kecamatan Cinere Depok. Pengumpulan data dilakukan menggunakan google form dengan jumlah 20 butir pernyataan dan dianalisis menggunakan perhitungan statistik dasar serta mencari skor batas lulus ideal. Hasil penelitian menunjukan bahwa 95,1% atau 97 responden memperoleh skor di atas batas lulus ideal dan 4,9% atau 5 responden memperoleh skor di bawah batas lulus ideal. Kesimpulannya adalah pemahaman guru terhadap pendidikan inklusif di sekolah dasar di Kecamatan Cinere Depok sudah baik. Pada dimensi menerjemahkan pemahaman guru terhadap anak berkebutuhan khusus dan pendidikan inklusif, sebanyak 102 guru sudah memiliki pemahaman yang baik mengenai anak berkebutuhan khusus dan pendidikan inklusif. Pada dimensi menginterprestasikan perencanaan pembelajaran pendidikan inklusif, sebanyak 82 guru sudah memiliki pemahaman yang baik dalam menginterprestasikan perencanaan pembelajaran pendidikan inklusif. Pada dimensi mengesktrapolasi pelaksanaan pembelajaran pendidikan inklusif, sebanyak 90 guru sudah memiliki pemahaman yang baik dalam mengesktrapolasi pelaksanaan pembelajaran pendidikan inklusif. Walaupun pemahaman guru terhadap pendidikan inklusif sudah baik, namun pada dimensi perencanaan pembelajaran pendidikan inklusif sebanyak 20 guru belum maksimal. Hal ini menunjukkan bahwa masih ada guru yang belum sepenuhnya memahami cara perencanaan pembelajaran seperti menyusun program pembelajaran individual bagi peserta didik berkebutuhan khusus atau membuat kurikulum yang fleksibel sesuai dengan kebutuhan dan kemampuan peserta didik berkebutuhan khusus. *************** Teachers' understanding of inclusive education is a crucial aspect to be considered in the implementation of inclusive education. This research aims to obtain empirical data about teachers' understanding of inclusive education in elementary schools. This study uses a quantitative approach, with a survey method and basic statistics, including maximum score, minimum score, average, score range, and standard deviation, and is analyzed using the ideal passing score. The sample was collected using the snowball sampling technique with 102 classroom teachers and subject teachers from 7 elementary schools that organize inclusive education in Cinere Depok District. Data collection was carried out using Google Forms with 20 questions and analyzed using basic statistical calculations and determining the ideal passing score. The results showed that 95.1% or 97 respondents scored above the ideal passing score and 4.9% or 5 respondents scored below the ideal passing score. The conclusion is that the teachers' understanding of inclusive education in elementary schools in Cinere Depok District is good. In the dimension of translating teachers' understanding of children with special needs and inclusive education, as many as 102 teachers already have a good understanding of children with special needs and inclusive education. In the dimension of interpreting inclusive education lesson plans, as many as 82 teachers already have a good understanding of interpreting inclusive education lesson plans. In the dimension of extrapolating the implementation of inclusive education, as many as 90 teachers already have a good understanding in extrapolating the implementation of inclusive education Although the teachers' understanding of inclusive education is good, in the dimension of inclusive education lesson planning, 20 teachers have not yet reached the maximum level. This indicates that there are still teachers who do not fully understand how to plan lessons, such as designing individual learning programs for students with special needs or creating flexible curriculum according to the needs and abilities of students with special needs.

Item Type:	Thesis (Sarjana)
Additional Information:	1). Marja, M.Pd. ; 2). Dr. Indra Jaya, M.Pd.
Subjects:	Pendidikan > Pendidikan Khusus
Divisions:	FIP > S1 Pendidikan Luar Biasa
Depositing User:	Users 22908 not found.
Date Deposited:	12 Sep 2024 23:36
Last Modified:	12 Sep 2024 23:36
URI:	http://repository.unj.ac.id/id/eprint/50924

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