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ANALISIS KESIAPAN PENYELENGGARAAN PENDIDIKAN INKLUSI DI SDN 1 TANJUNG HARAPAN KABUPATEN KOTAWARINGIN TIMUR PROVINSI KALIMANTAN TENGAH

Rahma, Aulia (2019) ANALISIS KESIAPAN PENYELENGGARAAN PENDIDIKAN INKLUSI DI SDN 1 TANJUNG HARAPAN KABUPATEN KOTAWARINGIN TIMUR PROVINSI KALIMANTAN TENGAH. Bachelors Degree (S1) thesis, University of Muhammadiyah Malang.

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Abstract

Inclusive education is a government movement to equalize or provide fair education. But in reality there are still many schools that have not been able to become inclusive schools. This study aims to describe the teacher's understanding of ABK, describing the readiness of teachers in dealing with ABK and describing the obstacles faced in the implementation of inclusive education at SDN 1 Tanjung Harapan, East Kotawaringin, Central Kalimantan Province. This study uses a type of qualitative research that uses a descriptive approach. The data source of this research is the principal, class teacher, and parents of the students concerned, by looking directly at the involvement of students in the learning process. Data collection techniques used in the form of observation, interviews and documentation. Data analysis is done by using data reduction, displaying data and drawing conclusions. Checking the validity of the data uses three stages of credibility testing, namely, extension of observation, improvement of perseverance and triangulation (source and technique). The results of the study showed that SDN 1 Tanjung Harapan in the curriculum had no adjustments or modifications to the curriculum that were in accordance with inclusive education, the teaching staff had not been able to fulfill the requirements as educators in inclusive schools because they did not have complete learning programs (RPP and PPI). Schools have not been able to meet the need to become inclusive schools because there are still many shortcomings. But schools are forced to accept students with special needs due to lack of students. from the local office there has been no request to make inclusive schools. The education office needs to pay attention to schools in remote areas so that every remote school is not left behind, providing infrastructure to support the school's learning process in addition to providing training to teachers regarding children with special needs so that if the inclusive school is truly going to applied to every school, schools have been able to provide appropriate facilities to students who have special needs. The principal should be strict with the teaching staff and require that each teaching staff must have a learning device as a reference in the process of implementing learning. Teachers must be able to be creative in using learning methods, so learning is not monotonous every day and has learning tools.

Item Type: Thesis (Bachelors Degree (S1))
Student ID: 201510430311011
Keywords: Readiness Analysis, Inclusion Education
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education > LB1501 Primary Education
Divisions: Faculty of Teacher Training and Education > Department of Elementary Teacher Education (86206)
Depositing User: Retno Widiyastuti Ika Wijaya
Date Deposited: 13 May 2019 01:18
Last Modified: 13 May 2019 01:18
URI : http://eprints.umm.ac.id/id/eprint/46088

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