MANAJEMEN STRATEGI PENDIDIKAN INKLUSI DI SMP KOTA BANDAR LAMPUNG

IKE, APRILIANI (2025) MANAJEMEN STRATEGI PENDIDIKAN INKLUSI DI SMP KOTA BANDAR LAMPUNG. Doctoral thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Pendidikan inklusi merupakan strategi penting untuk menjamin hak semua anak, termasuk anak berkebutuhan khusus, memperoleh akses pendidikan yang adil dan merata. Namun dalam praktiknya, pelaksanaan pendidikan inklusi di tingkat Sekolah Menengah Pertama (SMP) masih menghadapi berbagai tantangan, seperti keterbatasan sumber daya, ketidaksinambungan regulasi, dan stigma sosial. Berdasarkan realitas tersebut, penelitian ini bertujuan untuk menganalisis manajemen strategi pendidikan inklusi di SMP Kota Bandar Lampung yang mencakup empat aspek utama: analisis lingkungan, formulasi strategi, implementasi, dan evaluasi strategi. Penelitian ini menggunakan pendekatan kualitatif deskriptif, dengan lokasi penelitian di SMP Negeri 14 Bandar Lampung dan SMP Alam Al-Karim sebagai representasi sekolah inklusi negeri dan swasta. Teknik pengumpulan data dilakukan melalui observasi, wawancara mendalam, dan dokumentasi, dengan partisipan utama terdiri dari siswa inklusi, guru reguler, guru pembimbing khusus, orang tua, serta kepala sekolah. Analisis data dilakukan dengan tahapan reduksi, penyajian, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa kedua sekolah telah menerapkan manajemen strategi pendidikan inklusi secara cukup sistematis. Proses analisis lingkungan dilakukan melalui identifikasi kekuatan, kelemahan, peluang, dan ancaman (SWOT). Formulasi strategi dilakukan dengan menyusun visi-misi, perencanaan strategis jangka pendek hingga panjang, dan penyusunan program tahunan. Implementasi strategi mencakup penyusunan kebijakan pro-inklusi, pelatihan pendidik, sosialisasi kepada masyarakat, serta dukungan psikologis bagi siswa inklusi. Evaluasi dilakukan melalui monitoring, pengukuran kinerja, serta modifikasi strategi berdasarkan refleksi implementasi. Kesimpulan dari penelitian ini menyatakan bahwa manajemen strategi pendidikan inklusi di SMP Kota Bandar Lampung telah berjalan secara berkelanjutan dan adaptif. Sebagai bentuk kebaruan, kedua sekolah mulai mengembangkan model modifikasi strategi untuk meningkatkan efektivitas layanan inklusi. Penelitian ini memberikan kontribusi teoritis dalam pengembangan manajemen pendidikan Islam berbasis nilai-nilai inklusivitas dan kemanusiaan. Kata Kunci: Manajemen, Strategi, Inklusi vi ABSTRACT Inclusive education serves as a vital strategy to uphold the rights of all children, including those with special needs, by ensuring equitable and comprehensive access to quality education. However, its implementation at the junior secondary school level continues to face various challenges, including limited resources, fragmented regulatory frameworks, and prevailing social stigma. In response to these issues, this study aims to analyze the strategic management of inclusive education in junior high schools (SMP) in Bandar Lampung City across four key dimensions: environmental analysis, strategy formulation, implementation, and evaluation. Employing a descriptive qualitative approach, the research was conducted at SMP Negeri 14 Bandar Lampung and SMP Alam Al-Karim, representing public and private inclusive schools, respectively. Data were gathered through observation, in-depth interviews, and documentation, with primary participants comprising inclusive students, regular teachers, special education teachers, parents, and school principals. Data analysis followed the stages of data reduction, presentation, and conclusion drawing. The findings reveal that both schools have implemented inclusive education strategies in a fairly systematic manner. Environmental analysis was carried out using a SWOT framework to identify strengths, weaknesses, opportunities, and threats. Strategic formulation included the development of vision and mission statements, short-, medium-, and long-term planning, and the design of annual programs. Implementation strategies encompassed the establishment of pro-inclusion policies, educator training, public outreach, and psychological support for inclusive students. Evaluation was conducted through monitoring, performance assessment, and continuous strategy refinement based on implementation feedback. In conclusion, the strategic management of inclusive education in Bandar Lampung’s junior high schools has been sustained and adaptive. As a novel contribution, both schools have initiated strategic modifications to enhance the effectiveness of inclusive education services. This study offers theoretical insights into the development of Islamic educational management grounded in the values of inclusivity and human dignity. Keywords: Management, Strategic, Inclusive vii viii صخلملا َ ْلْٱ َكِلَذ يِف ا َمِ ب ،ِلاَف ْطَ ْلْٱ ِ عي ِمَج ِقوُقُح ِنا َمَضِل ً ةَّمِهُم ً ةَّي ِجيِتا َرِتْسِ إ ُ ةَجِماَّدلٱ ُ ةَي ِ ب ْرَّتلٱ ُّدَعُت ُلاَف ْط ٱ وُوَذ ىَ ل َع ِلوُصُحْ لٱ يِف ،ِةَّصاَخْ لٱ ِتا َجاَيِتْحِلِ َذيِفْنَت َّنِ إَف ،َكِلَذ َعَم َ و . ٍلِماَشَ و ٍلِداَع ٍميِلْعَت ،ِتاَيِ دَحَّتلٱ َنِم اًدَدَع ُه ِجا َ وُي ُلا َزَي َلَ ِةَطِ سَ وَتُم ْ لٱ ِةَ ل َحْرَم ْ لٱ ىَ وَتْسُم ىَ ل َع ِةَجِماَّدلٱ ِةَي ِ ب ْرَّتلٱ َلْ ث ِم ِ حِئا َ وَّ للٱ ِقاَسِ تٱ ِ مَدَعَ و ،ِد ِرا َ وَم ْ لٱ ِةَّيِدوُدْحَم اَذَه ْنِم ا ًق َ لَِطْنٱ َ و .ِةَّيِعا َمِتْجِ ْلَٱ ِةَمْصَ وْ لٱ َ و ،ِةَّي ِميِظْنَّتلٱ ٱ يِف ِةَجِماَّدلٱ ِةَّي ِميِلْعَّتلٱ ِةَّي ِجيِتا َرِتْسِلِٱ ِة َراَدِ إ ِليِل ْحَت ىَ ل ِ إ ُ ةَسا َرِ دلٱ ِهِذَه ُفِدْهَت ، ِ عِقا َ وْ لٱ ِ سِراَد َم ْ ل َ ل ْرَدْنَب ِةَنيِد َمِ ب ِةَطِ سَ وَتُم ْ لٱ ُ ةَغاَي ِصَ و ،ِةَئي ِ ب ْ لٱ ُليِل ْحَت :ٍةَّيِسيِئ َر َرِوا َحَم ِةَعَب ْرَ أ ِل َ لَِخ ْنِم ،جْنوُب ْم ا َهُمي ِ ي ْ قَت َ و ،اَهُذيِفْنَت َ و ،ِةَّي ِجيِتا َرِتْسِلِٱ. َرْد َم يِف ِثْحَب ْ لٱ ُءا َرْجِ إ َّمَت َ و ، ِ يِعْوَّنلٱ ِ يِفْصَ وْ لٱ ِ جَهْن َم ْ لٱ ىَ ل َع ُ ةَسا َرِ دلٱ ِتَد َمَتْعٱ ِن َ لَِ ث َمُت ِنْيَتَس ُ ةَسَرْد َم ا َمُه َ و ، ِ صاَخْ لٱ َ و ِ ما َع ْ لٱ ِنْيَعا َطِق ْ لٱ يِف َجِماَّدلٱ َ ميِلْعَّتلٱ (SMP Negeri 14) ُ ةَسَرْد َم َ و (SMP Alam Al-Karim). ِتَ لََباَقُم ْ لٱ َ و ،ِةَظَح َ لَُم ْ لٱ ِتاَيِن ْ قِت ِ ماَدْخِتْسٱ ِ ب ِتاَناَيَب ْ لٱ ُعْمَج َّمَت ِ مَعَتُم ْ لٱ َنوُمِ ل َعُم َ و ،ِةَّصاَخْ لٱ ِتا َجاَيِتْحِلِٱ يِوَذ ْنِم ٌبَّ لَُط ِةَسا َرِ دلٱ يِف َكَراَشَ و ، ِقيِث ْوَّتلٱ َ و ،ِةَق ِتاَناَيَب ْ لٱ ُليِل ْحَت َّمَت َ و . ِ سِراَد َم ْ لٱ وُريِدُم َ و ، ِروُم ُ ْلْٱ ُءاَيِل ْوَ أ َ و ،َنوُصَّصَخُم َنوُمِ ل َعُم َ و ،َنوُّي ِما َظِن َم ِل َ لَِخ ْنِم ِ جِئاَتَّنلٱ ُجاَتْنِتْسٱ َ و ،ا َهُضْرَعَ و ،ِتاَناَيَب ْ لٱ ُليِل ْ قَت :َلِحا َر . ٍلْكَشِ ب ِ جِماَّدلٱ ِ ميِلْعَّتلٱ ِةَّي ِجيِتا َرِتْسٱ َة َراَدِ إ اَتَقَّب َط ْدَق ِنْيَتَسَرْد َم ْ لٱ َّنَ أ ُجِئاَتَّنلٱ ِتَرَه ْظَ أ .اًّي ِ بْسِن ٍم َّظَنُم ْنِم ِةَئي ِ ب ْ لٱ ُليِل ْحَت َّمَت ِتاَديِدْهَّت ْ لٱ َ و ، ِصَرُف ْ لٱ َ و ،ِفْعَّضلٱ َ و ِة َّوُق ْ لٱ ِطاَقِن ِديِدْحَت ِل َ لَِخ (SWOT). َري ِصَق ْ لٱ ِةَّي ِجيِتا َرِتْسِلِٱ ِطَطُخْ لٱ َ و ،ِةَ لاَسِ رلٱ َ و ِةَي ْؤُّرلٱ َعْضَ و ِةَّي ِجيِتا َرِتْسِلِٱ ُ ةَغاَي ِص ْتَ ل َمَش ا َمَك ِة ٱ ِةَ لي ِوَّطلٱ َ و ِةَطِ سَ وَتُم ْ لٱ َ و َعْضَ و ِةَّي ِجيِتا َرِتْسِلِٱ ُذيِفْنَت َلَمَشَ و .ِةَّي ِوَنَّسلٱ ِ جِما َرَب ْ لٱ َداَدْعِ إ َ و ،ىَد َم ْ ل َ ميِدْ قَت َ و ، ِ يِعَمَتْجُم ْ لٱ ِيْعَ وْ لٱ َرْشَن َ و ،َني ِمِ ل َعُم ْ لٱ َبي ِرْدَت َ و ، ِ جِماَّدلٱ ِ ميِلْعَّتلِل ٍةَمِعاَد ٍتاَساَيِس ِ مْعَّدلٱ َّ لَُّطلِل ِ يِسْفَّنلٱ ِ ساَيِق َ و ،ِدْصَّرلٱ ِل َ لَِخ ْنِم َّمَت ْدَقَف ،ُمي ِ ي ْ قَّتلٱ اَّم َ أ .ِةَّصاَخْ لٱ ِتا َجاَيِتْحِلِٱ يِوَذ ِب ِذيِفْنَّتلٱ ِ جِئاَتَن ىَ ل ِ إ ٍداَنِتْسٱ ِ ب ِةَّي ِجيِتا َرِتْسِلِٱ ِليِدْعَت َ و ،ِءاَد َ ْلْٱ. َّي ِجيِتا َرِتْسٱ َة َراَدِ إ َّنَ أ ىَ ل ِ إ ُ ةَسا َرِ دلٱ ِتَصُ لَخ ِةَنيِد َمِ ب ِةَطِ سَ وَتُم ْ لٱ ِ سِراَد َم ْ لٱ يِف ِ جِماَّدلٱ ِ ميِلْعَّتلٱ ِة ِتَ أَدَب ،ٍةَديِدَج ٍةَمَهاَسُمَك َ و . ِفُّيَكَّتلِل ٍلِ باَق َ و ٍماَدَتْسُم ٍلْكَشِ ب اَهُذيِفْنَت َّمَت ْدَق جْنوُب ْمَ ل ْرَدْنَب ِناَتَسَرْد َم ْ لٱ ِلِٱ ِليِدْعَتِل ٍجَذوُمَن ِري ِو ْطَت يِف . ِ جِماَّدلٱ ِ ميِلْعَّتلٱ ِتا َمَدَخ ِةَّيِلا َعَف ِنيِسْحَت ِفَد َهِ ب ِتاَّي ِجيِتا َرِتْس ُم ْ لٱ ِ يِم َ لَْسِ ْلْٱ ِ ميِلْعَّتلٱ ِة َراَدِ إ ِري ِو ْطَتِل ِ يِرَظَّنلٱ ِرا َطِ ْلْٱ ِءا َرْ ث ِ إ يِف ُ ةَسا َرِ دلٱ ِهِذَه ُم ِهْسُت َ و ىَ ل ِ إ ِةَدِنَتْس ْ لٱ َ و ِةَّيِلوُمُّشلٱ ِ مَيِق ِةَّيِناَسْن ِ ْلْٱ ِةَما َرَك . ةيحاتفملا تاملكلا : جمادلا ميلعتلا ،ةيجيتارتسلإا ،ةرادلإا .

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