EVALUASI PROGRAM PENDIDIKAN INKLUSIF DI SEKOLAH DASAR CAHAYA BANGSA KOTA METRO

IMA, SALAMAH (2026) EVALUASI PROGRAM PENDIDIKAN INKLUSIF DI SEKOLAH DASAR CAHAYA BANGSA KOTA METRO. Masters thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Pendidikan inklusif di Indonesia masih menghadapi berbagai persoalan seperti minimnya pemahaman guru terhadap kebutuhan siswa berkebutuhan khusus, keterbatasan fasilitas yang ramah disabilitas, kurangnya pelatihan guru, serta partisipasi masyarakat yang rendah. Hal ini juga terjadi di Sekolah Dasar Cahaya Bangsa Kota Metro yang menerapkan program pendidikan inklusif namun belum mencapai target maksimal dalam pelaksanaannya. Penelitian ini bertujuan untuk mengevaluasi implementasi pendidikan inklusif di sekolah tersebut menggunakan model evaluasi CIPP (Context, Input, Process, Product). Evaluasi ini penting untuk menilai kesesuaian antara kebijakan, praktik pelaksanaan, dan dampak program pendidikan inklusif terhadap siswa dan lingkungan sekolah. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus. Data dikumpulkan melalui observasi, wawancara mendalam, dan dokumentasi dengan subjek kepala sekolah, guru, siswa inklusif, dan orang tua. Model evaluasi CIPP digunakan untuk menganalisis konteks kebutuhan dan kebijakan; input berupa sumber daya, kurikulum, dan kompetensi guru; proses implementasi strategi pembelajaran inklusif; serta produk yang mencakup hasil belajar siswa dan pengembangan karakter. Validitas data diperoleh melalui teknik triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa dari aspek konteks, program sudah selaras dengan kebijakan nasional. Pada aspek input, kurikulum sudah disesuaikan namun keterbatasan sarana prasarana seperti ruang kelas khusus, alat bantu pembelajaran, serta minimnya pelatihan guru masih menjadi kendala utama. Dari aspek proses, metode pembelajaran individual dan kolaboratif sudah diterapkan, tetapi sinergi antarguru belum optimal dan partisipasi masyarakat masih rendah. Sementara itu, aspek produk memperlihatkan adanya perkembangan karakter siswa seperti empati dan toleransi, namun target partisipasi masyarakat penuh belum tercapai sehingga efektivitas dan keberlanjutan program inklusi masih menghadapi hambatan signifikan. ABSTRACT Inclusive education in Indonesia still faced various challenges, such as teachers’ limited understanding of the needs of students with special needs, inadequate disability-friendly facilities, insufficient teacher training, and low community participation. This also occurred at Cahaya Bangsa Elementary School in Metro City, which implemented an inclusive education program but had not fully achieved its target in implementation. This study aimed to evaluate the implementation of inclusive education at the school using the CIPP evaluation model (Context, Input, Process, Product). This evaluation was important to assess the alignment between policies, implementation practices, and the impact of the inclusive education program on students and the school environment. The study used a qualitative approach with a case study method. Data were collected through observation, in-depth interviews, and documentation with subjects including the principal, teachers, inclusive students, and parents. The CIPP evaluation model was used to analyze the context of needs and policies; inputs such as resources, curriculum, and teacher competence; the process of implementing inclusive teaching strategies; and the product, which included student learning outcomes and character development. Data validity was ensured through source triangulation and other verification techniques. The results of the study showed that, in terms of context, the program had aligned with national policies. Regarding inputs, the curriculum had been adapted, but limitations in facilities such as special classrooms, learning aids, and minimal teacher training remained major obstacles. In terms of process, individual and collaborative teaching methods had been implemented, but interteacher collaboration had not been optimal, and community participation remained low. Meanwhile, the product aspect showed development in students’ character, such as empathy and tolerance, but full community participation targets had not been achieved, so the effectiveness and sustainability of the inclusive program still faced significant challenges.

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