AULIA, JAUJATUL (2026) ANALISIS PENYELENGGARAAN PENDIDIKAN INKLUSIF UNTUK PESERTA DIDIK BERKEBUTUHAN KHUSUS JENJANG SEKOLAH DASAR NEGERI DI JAKARTA BARAT. S1 thesis, UNIVERSITAS SULTAN AGENG TIRTAYASA.
![[img]](https://eprints.untirta.ac.id/style/images/fileicons/text.png) |
Text (SKRIPSI)
Jaujatul Aulia_2287210050_Fulltext.pdf Restricted to Registered users only Download (2MB) |
|
Text (SKRIPSI)
Jaujatul Aulia_2287210050_CP.pdf Restricted to Registered users only Download (2MB) |
|
Text (SKRIPSI)
Jaujatul Aulia_2287210050_01.pdf Restricted to Registered users only Download (689kB) |
|
Text (SKRIPSI)
Jaujatul Aulia_2287210050_02.pdf Restricted to Registered users only Download (249kB) |
|
Text (SKRIPSI)
Jaujatul Aulia_2287210050_03.pdf Restricted to Registered users only Download (333kB) |
|
Text (SKRIPSI)
Jaujatul Aulia_2287210050_04.pdf Restricted to Registered users only Download (590kB) |
|
Text (SKRIPSI)
Jaujatul Aulia_2287210050_05.pdf Restricted to Registered users only Download (141kB) |
|
Text (SKRIPSI)
Jaujatul Aulia_2287210050_Ref.pdf Restricted to Registered users only Download (160kB) |
|
Text (SKRIPSI)
Jaujatul Aulia_2287210050_Lamp.pdf Restricted to Registered users only Download (1MB) |
Abstract
Inclusive education policies in Jakarta have been regulated, but their implementation in the field still faces challenges. Problems in implementing inclusive education in schools include limited understanding among educators, a lack of accessible facilities, and a lack of special assistant teachers. This study aims to analyze the implementation of inclusive education for students with special needs at public elementary schools in West Jakarta. The UNS Inclusion Metric was used as a reference in analyzing the implementation of inclusive education for students with special needs in schools. This study was conducted in three schools, namely SDN Kapuk 15 Pagi, SDN Kapuk 01 Pagi, and SDN Kapuk 12 Petang, using a mixed method approach through the distribution of attitude assessment instruments as well as observation, interviews, and documentation. The results showed that the attitudes of school members towards inclusive education were in the fairly good category, with an average score of 29.75 out of 36, which indicates a positive attitude towards students with special needs. However, the implementation of inclusive education has not been optimal. The LED results revealed limitations in institutional aspects, a lack of GPK, the unavailability of SOPs for inclusive learning, a lack of psychological services, and the unavailability of accessible facilities. Overall, the school has an attitude that supports inclusion, but it is necessary to strengthen teacher competencies, provide support services, and improve policies and infrastructure so that inclusive education can be implemented effectively and sustainably.
| Item Type: | Thesis (S1) | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| Contributors: |
|
|||||||||
| Additional Information: | Kebijakan pendidikan inklusif di Jakarta telah diatur namun pelaksanaan di lapangan masih menghadapi tantangan. Permasalahan dalam penyelenggaraan pendidikan inklusi di sekolah meliputi keterbatasan pemahaman pendidik, minimnya fasilitas aksesibel, dan ketiadaan guru pendamping khusus. Penelitian ini bertujuan untuk menganalisis penyelenggaraan pendidikan inklusi bagi peserta didik berkebutuhan khusus pada Sekolah Dasar Negeri di Jakarta Barat. UNS Inclusion Metric digunakan sebagai acuan dalam menganalisis penyelenggaraan pendidikan inklusif untuk peserta didik berkebutuhan khusus di sekolah. Penelitian ini dilakukan pada tiga sekolah, yaitu SDN Kapuk 15 Pagi, SDN Kapuk 01 Pagi, dan SDN Kapuk 12 Petang dengan pendekatan mixed method melalui penyebaran instrumen skala penilaian sikap serta observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa sikap warga sekolah terhadap pendidikan inklusif berada pada kategori cukup baik dengan skor rata-rata 29,75 dari 36 yang menggambarkan kecenderungan sikap positif terhadap peserta didik berkebutuhan khusus, namun dalam implementasi pendidikan inklusif belum berjalan optimal. Hasil LED mengungkap adanya keterbatasan pada aspek kelembagaan, minimnya GPK, belum tersedianya SOP pembelajaran inklusid, kurangnya layanan psikologis, serta belum terpenuhinya fasilitas yang aksesibel. Secara keseluruhan sekolah memiliki sikap yang mendukung inklusi, tetapi diperlukan penguatan kompetensi guru, penyediaan layanan pendukung, serta perbaikan kebijakan dan sarana prasarana agar pendidikan inklusif dapat terlaksana secara efektif dan berkelanjutan. | |||||||||
| Subjects: | L Education > LB Theory and practice of education > LB1501 Primary Education L Education > LC Special aspects of education |
|||||||||
| Divisions: | 02-Fakultas Keguruan dan Ilmu Pendidikan 02-Fakultas Keguruan dan Ilmu Pendidikan > 86202-Jurusan Pendidikan Khusus |
|||||||||
| Depositing User: | Mrs Jaujatul Aulia | |||||||||
| Date Deposited: | 11 May 2026 07:10 | |||||||||
| Last Modified: | 11 May 2026 07:10 | |||||||||
| URI: | http://eprints.untirta.ac.id/id/eprint/60303 |
Actions (login required)
 |
View Item |