Harapan dan Kenyataan: Implementasi Kurikulum Pendidikan Inklusi di Sekolah Dasar Negeri: Kota Bandung
Abstract
The background of the research examines the factors that cause the incompatibility of government regulations with real conditions in the field related to inclusive education. The methods used are qualitative descriptive and analyze documents, regulations applied in public elementary schools in the city of Bandung and explore the perception of teachers, students, parents and education staff. The purpose of the study is to find the compatibility between the rules and the implementation of inclusive education that focuses on equity, equal opportunities for all students from diverse backgrounds. The results of the study still have a sharp gap between rules and real conditions such as the student admission process, curriculum, assessment system, teacher availability, and facilities needed.
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References
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Syafi’i, I., & Rosyidah, L. (2022). Model Pengembangan Kurikulum Adaptif Pada Sekolah Inklusif. Jurnal Penelitian Medan Agama, 13(2), 67–72.
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Alfian, M. A. (2019). Politik Zonasi Dalam Praktik Pendidikan Di Indonesia Suatu Telaah Awal. POLITICON : Jurnal Ilmu Politik, 1(2), 118–134.
Andriyan, A., Hendriani, W., & Paramita, P. P. (2022). Pendidikan Inklusi: Tantangan dan Strategi Implementasinya. Jurnal Psikologi Terapan Dan Pendidikan, 5(2), 94–106.
Aprilia, E., Nurhayati, C., & Pandiangan, A. P. B. (2023). Perubahan Kurikulum pada Proses Pembelajaran. JurnalIlmuPendidikandan Sosial (JIPSI), 1(4), 402–407.
Arifin, F., Supena, A., & Yufriati. (2023). Praktik Pendidikan Inklusif di Sekolah Dasar. Jurnal Educatio, 9(1), 198–208.
Artiles, A. J., Kozleski, E. B., Dorn, S., & Christensen, C. (2017). Learning in Inclusive Education Research: Revisiting and Reframing Inclusive Practices for Students with Learning Disabilities. Learning Disabilities Research & Practices, 32(1), 6–24.
Budijianto, O. W., & Rahmanto, T. Y. (2021). Pencegahan Paham Radikalisme Melalui Optimalisasi Pendidikan Hak Asasi Manusia di Indonesia. Jurnal HAM, 12(1), 57–74.
Collins, A., Azmat, F., & Rentchler, R. (2019). Bringing Everyone on the Same Journey’: Revisiting Inclusion in Higher Education. Studies in Higher Education, 44(8), 1475–1487.
Fiddini, P. F., Salsabila, F., & Latif, M. (2023). Analisis Kebijakan Sistem Zonasi di Tengah Ketimpangan Kualitas Pendidikan Nasional. MASALIQ: Jurnal Pendidikan Dan Sains, 3(4), 706–717.
Gay, G. (2018). Culturally Responsive Teaching: Theory, Research, and Practice. Teachers Collage, Columbia University.
Hennink, M., Hutter, I., & Bailey, A. (2020). Qualitative research methods. SAGE Publications.
Hidayat, T., & Asyafah, A. (2019). Konsep Dasar Evaluasi dan Implikasinya dalam Evaluasi Pembelajaran Pendidikan Agama Islam di Sekolah Dasar. Al-Tadzkiyyah: Jurnal Pendidikan Islam, 10(1), 159–181.
HM, A., & Wahyuni, S. (2021). Pendidikan Inklusif pada Anak Berkebutuhan Khusus. Indonesian Journal of Humanities and Social Sciences, 2(1), 33–44.
Johnson, D. W., & Johnson, R. T. (2019). Cooperative Learning in 21st Century Classrooms. SAGE Publications.
Julie, H., Rianasari, V. F., & Apriani, M. S. (2022). Indonesian mathematics teachers’ views on distance learning barriers during the early Covid-19 pandemic. Journal of Research and Advances in Mathematics Education, 7(1), 27–35.
Juntak, J. N. S., Rynaldi, A., Sukmawati, E., Arafah, M., & Sukomardojo, T. (2023). Mewujudkan Pendidikan Untuk Semua: Studi Implementasi Pendidikan Inklusif di Indonesia. Jurnal Birokrasi & Pemerintahan Daerah, 5(2), 205–214.
Kenny, N., McCoy, S., & Mihut, G. (2020). Special education reforms in Ireland: changingsystems, changing schools. International Journal of Inclusive Education, 1–20.
Lambrecht, J., Lenkeit, J., Hartman, A., Ehlert, A., Knigge, M., & Sporer, N. (2022). The effect of school leadership on implementing inclusiveeducation: how transformational and instructional leadershippractices affect individualised education planning. International Journal of Inclusive Education, 26(9), 943–957.
Peraturan Menteri Pendidikan, Kebudayaan, Riset, dan Teknologi Nomor 56/M/2022 Tentang Pedoman Penerapan Kurikulum dalam rangka Pemulihan Pembelajaran.
Peraturan Menteri Pendidikan Nasional Nomor 70 Tahun 2009 Tentang Pendidikan Inklusif Bagi Peserta Didik Yang Memiliki Kelainan dan Memiliki Potensi Kecerdasan dan/atau Bakat Istimewa.
Riyadi, E. (2021). Pelaksanaan Pemenuhan Hak Atas Aksesibilitas Pendidikan Tinggi Bagi Penyandang Disabilitas Di Yogyakarta . Jurnal Hukum Ius Quia Iustum, 28(1), 71–93.
Syafi’i, I., & Rosyidah, L. (2022). Model Pengembangan Kurikulum Adaptif Pada Sekolah Inklusif. Jurnal Penelitian Medan Agama, 13(2), 67–72.
Undang-Undang Dasar Negara Republik Indonesia Tahun 1945 Pasal 28H ayat 2.
Undang-undang Republik Indonesia Nomor 20 Tahun 2003 Tentang Sistem Pendidikan Nasional.
Wardah, E. Y. (2019). Penanan Guru Pembimbing Khusus Lulusan Non-Pendidikan Luar Biasa (PLB) Terhadap Pelayanan Anak Berkebutuhan Khusus di Sekolah Inklusi Kabupaten Lumajang. Jurnal Pendidikan Inklusi, 2(2), 93–108.
Published
2025-05-30
How to Cite
GINTING, Seriwati et al.
Harapan dan Kenyataan: Implementasi Kurikulum Pendidikan Inklusi di Sekolah Dasar Negeri: Kota Bandung.
Ideas: Jurnal Pendidikan, Sosial, dan Budaya, [S.l.], v. 11, n. 2, p. 9-18, may 2025.
ISSN 2656-940X.
Available at: <https://jurnal.ideaspublishing.co.id/index.php/ideas/article/view/2129>. Date accessed: 08 july 2025.
doi: https://doi.org/10.32884/ideas.v11i2.2129.
Section
Articles
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
