Main Article Content

Abstract

Penyelenggaraan pendidikan inklusi di Indonesia menunjukkan upaya serius negara dalam memberikan akses pendidikan yang setara, termasuk bagi siswa berkebutuhan khusus. Ini sesuai amanat Undang-Undang Dasar 1945, diperkuat dengan Undang-Undang No. 20 Tahun 2003 tentang Sistem Pendidikan Nasional. Namun, upaya tersebut masih menghadapi beberapa tantangan. Oleh karena itu, penelitian ini bertujuan untuk menganalisis kerangka kerja, hambatan, dan prospek pendidikan inklusi di Indonesia. Penelitian ini menggunakan metode deskriptif-analitis. Penelitian ini mengandalkan dokumen hukum dan kebijakan yang dikombinasikan dengan data empiris dalam menilai implementasi kebijakan pendidikan inklusif baru-baru ini. Penelitian ini menemukan adanya kemajuan yang signifikan dalam implementasi pendidikan inklusif, terutama dalam hal integrasi anak berkebutuhan khusus ke dalam kelas reguler. Namun demikian, beberapa tantangan juga ditemukan, seperti kesiapan guru , aksesibilitas yang terbatas, dan stigma sosial yang masih muncul. Penelitian ini lebih lanjut menyarankan perlunya koordinasi kelembagaan lintas sektor untuk memperkuat pendidikan inklusi dengan perhatian khusus pada hak-hak siswa dengan disabilitas.


The implementation of inclusive education in Indonesia exhibited the state’s effort to provide equal access to education, including students with special needs. As stipulated by the 1945 Constitution, coupled with the Law No. 20 of 2003 on the National Education System. However, it remained face a several challenges. In this sense, this paper seeks to analyses the framework, obstacles, and prospects of inclusive education in Indonesia. The research uses a descriptive-analytical methods. It relies on the legal and policy documents combined with empirical data in assessing the recent implementation of such inclusive education policies. It found significant advancement of the implementation of inclusive education, especially the integration of children with special needs into regular classes. Nevertheless, some challenges also found, such as the teacher preparation, limited accessibility, and social stigma that remain arise. The research further suggests the need for cross-sectors institutional-coordination to strengthen the inclusive education with special attention to the rights of students with disabilities.

Keywords

disabilities educational environment education policy inclusive education

Article Details

References

  1. Aisyah, N. (2023). Tantangan Anak Disabilitas: Ditolak Sekolah-Ortu Malu Mengakui. Detik.
  2. Ajisuksmo, C. R. (2017). Practices and challenges of inclusive education in indonesian higher education. ASEACCU Conference on “Catholic Educational Institutions and Inclusive Education: Transforming Spaces, Promoting Practices, and Changing Minds.
  3. Alboneh, N. K. (2014). Pendidikan Agama Kristen Pada Sekolah Luar Biasa Negeri Dikotaraja Provinsi Papua. Al-Qalam, 20(3), 93–105. https://jurnalalqalam.or.id/index.php/Alqalam/article/download/346/261
  4. Dermawan, O. (2018). STRATEGI PEMBELAJARAN BAGI ANAK BERKEBUTUHAN KHUSUS DI SLB. Psympathic : Jurnal Ilmiah Psikologi, 6(2), 886–897. https://doi.org/10.15575/psy.v6i2.2206
  5. Forlin, C., & Chambers, D. (2020). Diversity and Inclusion and Special Education. In Oxford Research Encyclopedia of Education. Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.1214
  6. Handayani, T., & Rahadian, A. S. (2013). Peraturan Perundangan Dan Implementasi Pendidikan Inklusif. Masyarakat Indonesia, 39(1). https://doi.org/10.14203/jmi.v39i1.307
  7. Irdamurni. (2019). Pendidikan Inklusif: Solusi Dalam Mendidik Anak Berkebutuhan Khusus. Kencana.
  8. Khalsa, S. N. S. (2005). Inclusive classroom: A Practical Guide for Educators. Good Year Books.
  9. Latifah, I. (2020). Pendidikan Segregasi, Mainstreaming, Integrasi dan inklusi, apa bedanya? Jurnal Pendidikan, 29(2), 101–108. https://doi.org/10.32585/jp.v29i2.676
  10. Lawrence-Brown, D., & Sapon-Shevin, M. (2014). Condition Critical—Key Principles for Equitable and Inclusive Education. Teachers College Press.
  11. Minsih. (2020). Pendidikan Inklusif Sekolah Dasar: Merangkul Perbedaan dalam Kebersamaan. Muhammadiyah University Press.
  12. Mukti, P. Y., & Harimi, A. C. (2021). Manajemen Pendidikan Karakter Bagi Anak Berkebutuhan Khusus Pada Kelas Inklusi di SD Terpadu Putra Harapan Purwokerto. Jurnal Pemikiran Dan Pengembangan Sekolah Dasar, 9(1). https://doi.org/https://doi.org/10.22219/jp2sd.v9i1.15561
  13. N. Rante, S. V., Helaluddin, H., Wijaya, H., Tulak, H., & Umrati, U. (2020). Far from Expectation: A Systematic Literature Review of Inclusive Education in Indonesia. Universal Journal of Educational Research, 8(11B), 6340–6350. https://doi.org/10.13189/ujer.2020.082273
  14. Peck, C. A., Staub, D., Gallucci, C., & Schwartz, I. (2004). Parent Perception of the Impacts of Inclusion on Their Nondisabled Child. Research and Practice for Persons with Severe Disabilities, 29(2), 135–143. https://doi.org/10.2511/rpsd.29.2.135
  15. Sari, Z. P., Sarofah, R., & Fadli, Y. (2022). The Implementation of Inclusive Education in Indonesia: Challenges and Achievements. Jurnal Public Policy, 8(4), 264. https://doi.org/10.35308/jpp.v8i4.5420
  16. Sinombor, S. H. (2023). Anak Penyandang Disabilitas Masih Terabaikan. Kompas. https://www.kompas.id/baca/humaniora/2023/11/12/anak-disabilitas-masih-terabaikan
  17. Somad, A., Haryanto, S., & Darsinah, D. (2024). Inclusive Education for Special Needs Students in Indonesia: A Review of Policies, Practices and Challenges. JMKSP (Jurnal Manajemen, Kepemimpinan, Dan Supervisi Pendidikan), 9(2), 1024–1035. https://doi.org/10.31851/jmksp.v9i2.16192
  18. Stainback, W., Stainback, S., & Stefanich, G. (1996). Learning Together in Inclusive Classrooms. TEACHING Exceptional Children, 28(3), 14–19. https://doi.org/10.1177/004005999602800303
  19. Sudarto, Z. (2017). Implementasi Kebijakan Penyelenggaraan Pendidikan Inklusif. Jurnal Pendidikan (Teori Dan Praktik), 1(1), 97. https://doi.org/10.26740/jp.v1n1.p97-106
  20. Suryadinata, T. A. (2024). KETIDAKADILAN SUBSTANSIAL DAN KEKERASAN SIMBOLIK DALAM PROBLEM MARGINALISASI ANAK BERKEBUTUHAN KHUSUS DI SURAKARTA. Jurnal Analisa Sosiologi, 12(2). https://doi.org/https://doi.org/10.20961/jas.v13i2.85201
  21. Tumangkeng, S. Y. L., & Maramis, J. M. (2022). Kajian pendekatan fenomenologi: Literature review. Jurnal Pembangunan Ekonomi Dan Keuangan Daerah, 23(1).
  22. Wibowo, S. B., & Muin, J. A. (2018). Inclusive Education in Indonesia: Equality Education Access for Disabilities. KnE Social Sciences, 3(5), 484. https://doi.org/10.18502/kss.v3i5.2351
  23. Yessi Gusmiati, Serli Septi Munawaroh, Ika Nadia, & Opi Andriani. (2024). Pentingnya Penyesuaian Kurikulum Untuk Anak Berkebutuhan Khusus Di sekolah Dasar. Jurnal Yudistira : Publikasi Riset Ilmu Pendidikan Dan Bahasa, 2(2), 01–09. https://doi.org/10.61132/yudistira.v2i2.560