IMPLEMENTASI PENDIDIKAN INKLUSI DALAM MENINGKATKAN SOFT SKILL SOSIAL ANAK BERKEBUTUHAN KHUSUS DI SLB NEGERI PKK PROVINSI LAMPUNG

Cindi, Mey Hilda (2026) IMPLEMENTASI PENDIDIKAN INKLUSI DALAM MENINGKATKAN SOFT SKILL SOSIAL ANAK BERKEBUTUHAN KHUSUS DI SLB NEGERI PKK PROVINSI LAMPUNG. Diploma thesis, UIN Raden Intan Lampung.

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Abstract

BSTRAK Pendidikan inklusi merupakan sistem pendidikan yang memberikan kesempatan kepada seluruh peserta didik, termasuk anak berkebutuhan khusus (ABK), untuk memperoleh layanan pendidikan sesuai kebutuhan dan kemampuannya. Selain berorientasi pada aspek akademik, pendidikan inklusi juga berperan dalam mengembangkan soft skill sosial yang penting bagi ABK untuk berinteraksi, beradaptasi, bekerja sama, dan meningkatkan rasa percaya diri. SLB Negeri PKK Provinsi Lampung berupaya mengimplementasikan pendidikan inklusi melalui kegiatan pembelajaran dan ekstrakurikuler guna mendukung perkembangan soft skill sosial peserta didik. Penelitian ini bertujuan untuk mengetahui implementasi pendidikan inklusi di SLB Negeri PKK Provinsi Lampung serta kontribusinya terhadap peningkatan soft skill sosial anak berkebutuhan khusus. Penelitian ini menggunakan metode kualitatif dengan jenis studi kasus dan pendekatan sosiologis. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi. Informan penelitian terdiri atas wakil kepala sekolah bidang kesiswaan, pembina kegiatan ekstrakurikuler, dan orang tua peserta didik. Analisis data dilakukan melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa implementasi pendidikan inklusi di SLB Negeri PKK Provinsi Lampung berjalan cukup baik. Pada aspek komunikasi, sekolah melaksanakan penyampaian program, pembinaan sosial, koordinasi dengan orang tua, dan sosialisasi kegiatan secara berkelanjutan. Aspek sumber daya didukung oleh tenaga pendidik, sarana pembelajaran, dan kegiatan ekstrakurikuler yang memadai. Guru juga menunjukkan komitmen, kesabaran, dan kepedulian tinggi dalam mendampingi peserta didik. Selain itu, struktur birokrasi yang jelas mendukung pelaksanaan program dan evaluasi. Implementasi pendidikan inklusi tersebut berkontribusi pada peningkatan kemampuan komunikasi, kerja sama, interaksi sosial, adaptasi lingkungan, serta rasa percaya diri peserta didik. Pendidikan inklusi juga menanamkan nilai empati, solidaritas sosial, sikap saling menghargai, dan nilai religius yang mendukung kehidupan sosial anak berkebutuhan khusus. Kata kunci: Pendidikan Inklusi, Soft Skill Sosial, Anak Berkebutuhan Khusus (ABK). ABSTRACT Inclusive education is an educational system that provides opportunities for all students, including children with special needs, to receive educational services according to their needs and abilities. In addition to focusing on academic aspects, inclusive education also plays an important role in developing social soft skills that enable children with special needs to interact, adapt, collaborate, and build selfconfidence. SLB Negeri PKK Lampung Province strives to implement inclusive education through learning activities and extracurricular programs to support the development of students’ social soft skills. This study aims to examine the implementation of inclusive education at SLB Negeri PKK Lampung Province and analyze its contribution to improving the social soft skills of children with special needs. This research employed a qualitative method using a case study design and a sociological approach. Data were collected through observation, interviews, and documentation. The research informants consisted of the vice principal for student affairs, extracurricular activity coordinators, and parents of students. Data analysis was conducted through data reduction, data presentation, and conclusion drawing. The findings indicate that the implementation of inclusive education at SLB Negeri PKK Lampung Province has been carried out effectively. In terms of communication, the school continuously conducts program dissemination, social development activities, coordination with parents, and activity socialization. The resource aspect is supported by qualified teachers, adequate learning facilities, and various extracurricular activities. Teachers also demonstrate strong commitment, patience, and concern in assisting students. Furthermore, a well-defined bureaucratic structure supports program implementation and evaluation. The implementation of inclusive education contributes to improving students’ communication skills, teamwork, social interaction, environmental adaptation, and self-confidence. It also fosters values such as empathy, social solidarity, mutual respect, and religious values that support the social lives of children with special needs. Keywords: Inclusive Education, Social Soft Skills, Children with Special Needs.

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