Abstract:
Background: Inclusive education ensures equitable access for students with special needs, yet implementation in Indonesia faces challenges like limited resources, insufficient teacher training, and societal stigma. Knowledge Gap: While studies examine teacher attitudes and institutional challenges, the role of government policy remains underexplored. Aim: To analyze the implementation of government policies on inclusive education. Results: Qualitative analysis revealed gaps in training and funding, contrasting with successful policy instruments supporting inclusion. Novelty: This study identifies disparities between policy frameworks and their practical application. Implications: Collaborative efforts among stakeholders and enhanced cultural support are crucial for effective policy implementation and better educational outcomes.
Highlights:
- Policy Implementation: Gaps exist between inclusive education policies and their practical application, particularly in teacher training and funding.
- Community Perspectives: Societal stigma toward students with special needs remains a critical barrier to inclusivity.
- Collaboration Required: A multi-stakeholder approach is essential to align policy objectives with ground-level execution and cultural integration.
Keywords: Inclusive Education, Government Policy, Teacher Training, Societal Stigma, Resource Allocation
References
Asrori, Psikologi Pendidikan Pendekatan Multidisipliner, 1st ed., CV Pena Persada, 2020.
J. W. Creswell, Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, 3rd ed., V. Knight, Ed., SAGE Publications, Inc., 2009. Available: https://www.ucg.ac.me/skladiste/blog_609332/objava_105202/fajlovi/Creswell.pdf.
M. B. Harari, H. R. Parola, C. J. Hartwell, and A. Riegelman, “Literature searches in systematic reviews and meta-analyses: A review, evaluation, and recommendations,” Journal of Vocational Behavior, vol. 118, p. 103377, Jan. 2020. doi: 10.1016/j.jvb.2020.103377.
M. Irvan and M. N. Jauhari, “Implementasi Pendidikan Inklusif sebagai Perubahan Paradigma Pendidikan di Indonesia,” Buana Pendidikan: Jurnal Fakultas Keguruan dan Ilmu Pendidikan Unipa Surabaya, vol. 14, no. 26, pp. 175–187, 2018. doi: 10.36456/bp.vol14.no26.a1683.
Ishartiwi, R. R. Handoyo, W. Prabawati, and A. Suseno, “The Individualized Instruction Application for Personal-Social Skills of Students with Intellectual Disabilities,” Jurnal Cakrawala Pendidikan, vol. 42, no. 2, pp. 280–294, 2023. doi: 10.21831/cp.v42i2.49240.
P. T. Jaeger and C. A. Bowman, Understanding Disability: Inclusion, Access, Diversity, and Civil Rights, 1st ed., Praeger, 2005.
S. Kielblock and S. Woodcock, “Who’s Included and Who’s Not? An Analysis of Instruments that Measure Teachers’ Attitudes Towards Inclusive Education,” Teaching and Teacher Education, vol. 122, p. 103922, 2023. doi: 10.1016/j.tate.2022.103922.
F. Kurniawati, A. Minnaert, F. Mangunsong, and W. Ahmed, “Empirical Study on Primary School Teachers’ Attitudes Towards Inclusive Education in Jakarta, Indonesia,” Procedia - Social and Behavioral Sciences, vol. 69, pp. 1430–1436, 2012. doi: 10.1016/j.sbspro.2012.12.082.
L. Moleong, Metodologi Penelitian Kualitatif, 40th ed., Remaja RosdaKarya, 2021.
M. A. Muhibbin and W. Hendriani, “Tantangan dan Strategi Pendidikan Inklusi di Perguruan Tinggi di Indonesia: Literature Review,” JPI (Jurnal Pendidikan Inklusi), vol. 4, no. 2, pp. 92–102, 2021. doi: 10.26740/inkluSi.v4n2.p92-102.
Y. Pratiwi, I. Suyitno, A. Fawzi, D. Ariani, and A. Luciandika, “How Do Students’ Entry-Level Competencies Determine the Learning Needs of BIPA Lectures?” Cakrawala Pendidikan, vol. 41, no. 2, pp. 452–463, 2022. doi: 10.21831/cp.v41i2.48579.
J. C. Richardson, Y. Maeda, J. Lv, and S. Caskurlu, “Social Presence in Relation to Students’ Satisfaction and Learning in the Online Environment: A Meta-Analysis,” Computers in Human Behavior, vol. 71, pp. 402–417, 2017. doi: 10.1016/j.chb.2017.02.001.
Sugiyono, Metode Penelitian Kuantitatif, Kualitatif dan R&D, Alfabeta, 2017.
Suryobroto, “Penggunaan Gaya Mengajar Inklusi untuk Mengembangkan Demokratisasi Belajar dalam Pembelajaran Pendidikan Jasmani di Sekolah Dasar,” Jurnal Cakrawala Pendidikan, vol. 3, no. 3, 2016. doi: 10.21831/cp.v3i3.8763.
N. Suwarta, D. Astutiek, E. D. Riyanto, A. N. Fradana, J. Susilo, and Y. M. Puspita, “Understanding the Role of the Environmental Arena and Community Social Structure in Stunting Prevention Education,” Academia Open, vol. 8, no. 2, 2023. doi: 10.21070/acopen.8.2023.8667.
S. Wibawa and Y. R. Awaliah, “Building Characters Using Local Wisdom in Ngaras and Siraman Traditions of Sundanese Weddings,” Cakrawala Pendidikan, vol. 42, no. 1, pp. 136–148, 2023. doi: 10.21831/cp.v42i1.52113.
S. Zen and E. Ropo, “Constructing Inclusive Teacher Identity in a Finnish International Teacher Education Programme: Indonesian Teachers’ Learning and Post-Graduation Experiences,” Heliyon, vol. 9, no. 6, p. e16455, 2023. doi: 10.1016/j.heliyon.2023.e16455.