Evaluasi Program dalam Rangka Pengembangan Program Pendidikan Inklusif (Inclusive Education Program Development: Program Evaluation)
The purpose of this study is to obtain empirical and analytical data, to identify and determine the implementation of the program as well as the substantive and important issues that affect the Context, Input, Process and Product Components in the Implementation of Inclusive Education in Bogor City Elementary Schools. This study uses the Evaluative Research Method with the CIPP Model approach developed by Stufflebeam (1967), which is to evaluate the achievement of the implementation of the Program (Context, Input, Process, Product) to determine the success or failure of the program that has been implemented. The location of the research was carried out at the Bogor City Education Office and SDN Perwira, Batutulis 2, Julang, and Semeru 6 as the Inclusive Education Provider Education Unit (SPPPI). Qualitative and quantitative data in the implementation of inclusive education were collected using interview methods, questionnaires, observation, documentation study and Focus Group Discussion (FGD). Results of the Evaluation of the Context Component, The results of the evaluation on the Context Component by using the interview method showed that the Head of the Bogor City Education Office, the Secretary and the Head of Primary school, had accommodated PDBK and met the demands of parents in providing inclusive education, and was not discriminatory for all students. Results of the Evaluation of the Input Component, on the Aspect of the Activity Plan, that SP PP I does not have an activity plan I work program in implementing inclusive education. Procedure and Mechanism Aspects That SP PP I prepares the Administration of Requirements and Test or Selection Instruments, but has not modified the learning program for Students with special needs. Aspect of Organizational Structure, that the Principal, specifically assigns a supervisor as the Coordinator of Inclusive Education Services is appointed, the Inclusive Education Service Coordinator has not carried out his duties and authority optimally. Monitoring and Supervision Aspects, that the Education Office does not yet have a monitoring instrument, the format of suggestions and input for SPPPI, monitoring and control is carried out in education units that provide inclusive education at the beginning, middle and end of the year. Aspects of Human Resources that the Education Office has not appointed Special Guidance Teacher (GP K) and the coaching program for Teachers has not been carried out regularly, so that it has an impact on GDPK guidance. The nfrastructure Aspect that the Education Office has not provided assistance for special learning facilities and tools, or special learning media based on the type of Students with special needs disorder and has not provided Special Classroom assistance for Students with Special Needs and the Head of Inclusive Education Services. Aspects of Budget Support, there is no special funding allocation for the needs of implementing inclusive education, there is no special funding assistance from the parents of Students with Special Needs Do not have financial assistance from external organizations in the form of cooperation or sponsorship, while for the implementation of inclusive education using BOS funds. Aspects of Internal Support that the Principal of Schools, teachers, non P DBK students, parents of students, and school committees support the implementation of inclusive education programs. External Support Aspects that Extraordinary school, Primary school Supervisor, Education Office, Provincial Education Office, Health Office, Directorate of Special School Education, Higher Education support the implementation of inclusive education programs. Results of the Process Component Evaluation that in the admission of new students must accommodate Students with special needs that meets the requirements perform identification, assessment, conduct curriculum adaptation, Adaptive Learning, Conducting Assessments and Appointing Special Advisors and getting Professional Assistance as well as Collaborating and Building Networks. Results of the Product Evaluation, 1. Out Put, that all class 6 Students with special needs Graduated and continue their studies to Junior high school, but do not have a report card and certificate/graduation mark specifically for PDBK who have passed. 2. Out Come, inclusive education programs are very effective, useful and have a positive impact for Students with special needs and Students with special needs parents.
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