MANAJEMEN KURIKULUM SEKOLAH INKLUSIF (Studi Kasus di SD Negeri 1 Nambah Rejo Kecamatan Kota Gajah Kabupaten Lampung Tengah)
| Main Author: | Indro Sektiani, 1623012008 |
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| Format: | Masters NonPeerReviewed Book Report |
| Terbitan: |
, 2020
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| Subjects: | |
| Online Access: |
http://digilib.unila.ac.id/65562/1/ABSTRAK.pdf http://digilib.unila.ac.id/65562/2/TESIS%20FULL.pdf http://digilib.unila.ac.id/65562/3/TESIS%20TANPA%20BAB%20PEMBAHASAN.pdf http://digilib.unila.ac.id/65562/ |
Daftar Isi:
- Tujuan penelitian ini menganalisis dan mendeskripsikan manajemen kurikulum dalam melaksanakan program sekolah inklusi untuk anak berkebutuhan khusus di SD Negeri 1 Nambah Rejo. Fokus penelitian untuk mendeskripsikam manajemen kurikulum yang dilakukan SD Negeri 1 Nambah Rejo dalam menjalankan sekolah inklusi. Penelitian menggunakan pendekatan kualitatif dengan latar alami (natural setting), dengan jenis penelitian studi kasus. Metode pengolahan data dalam penelitian adalah observasi, wawancara, dan studi dokumen. Hasil penelitian menunjukkan bahwa: SDN 1 Nambah Rejo melakukan empat tahap dalam manajemen kurikulum sekolah inklusi yaitu perencanaan, pengorganisasian, pelaksanaan serta evaluasi terhadap manajemen kurikulum sekolah inklusi. Kurikulum yang digunakan adalah kurikulum 2013 yang merupakan kurikulum reguler. Pihak sekolah melakukan modifikasi kurikulum yang disesuaikan dengan kebutuhan siswa ABK. SDN 1 Nambah Rejo tidak memiliki tenaga khusus yang memadai seperti tenaga ahli. Perencanaan merupakan perencanaan gabungan antara siswa reguler dengan ABK. Pada tahap pengorganisasian SD Negeri 1 Nambah Rejo meliputi sumber daya manusia (SDM), sistem belajar, fasilitas dan lingkungan fisik. Selain itu, pengorganisasian tugas kerja, guru kelas mendapat tugas tambahan sebagai koordinator. Dalam pelaksanaan pembelajarannya, SD Negeri 1 Nambah Rejo menggunakan sistem pullout dan penambahan jam pelajaran guna membantu siswa ABK dalam belajar, adanya kenaikan kelas, modifikasi pembelajaran dan modifikasi komponen evaluasi. Evaluasi menitikberatkan pada administrasi, pembelajaran di kelas dan sumber daya manusia sebagai pelaksana sekolah inklusi seperti evaluasi bagi guru serta staff yang terlibat dalam sekolah inklusi. Kata Kunci : manajemen, kurikulum, sekolah inklusi, ABK, koordinator ABSTRACT The purpose of this study was to analyze and describe the implementation of inclusive school curriculum for children with special needs at Public Primary School (SD Negeri) 1 Nambah Rejo. The focus of study is to describe the planning, organizing, implementing and evaluating in the curriculum of inclusive school at Public Primary School (SD Negeri) 1 Nambah Rejo in accordance with the values of education management. In conducting the research, a qualitative approach with a natural setting was used with case study. Tecniques used in data collection are interview, observation, and document studies. The results showed that Public Primary School (SD Negeri) 1 nambah Rejo took four stages the management of inclusive school curricula. The stages are planning, organizing, implementing and evaluating. The curriculum used is Kurikulum 2013, which is a regular curriculum. Public Primary School (SD Negeri) 1 Nambah Rejo adjusted the curriculum that tailored to the need of special need student (ABK). Public Primary School (SD Negeri) 1 Nambah Rejo does not have sufficient specialized staff such as experts, planning is a unity plan between regular students and special needs students, at the organizing stage of (SD Negeri) 1 Nambah Rejo includes human resources (HR), learning systems, facilities and physical environment. On the other hand, in organizing work assignments, class teachers get additional assignments as coordinators, and in its implementation, (SD Negeri) 1 Nambah Rejo uses a pullout system and additional class hours to help students with special needs in learning. There was a grade increase, learning modification and evaluation component modification. Evaluation focuses on administration, classroom learning and human resources as implementing inclusive schools such as evaluating teachers and staff involved in inclusive schools. Keywords: management, curriculum, inclusive schools, students with special needs, coordinator.