Analisis Implementasi Kurikulum Pendidikan Inklusif dalam Meningkatkan Kualitas Pembelajaran di Sekolah Dasar Swasta Kota Balikpapan

Abstract

Abstrak: Penelitian studi kasus kualitatif pada SDIT Istiqomah Balikpapan ini dilatarbelakangi oleh kesenjangan hasil belajar antara peserta didik reguler dengan peserta didik berkebutuhan khusus akibat belum optimalnya kualitas pembelajaran inklusif di Balikpapan. Tantangan administratif dan teknis guru dalam melakukan adaptasi kurikulum, menjadi hambatan utama di lapangan. Penelitian ini bertujuan untuk memberikan gambaran praktis mengenai implementasi Program Pembelajaran Individual (PPI) sebagai strategi adaptasi kurikulum pada sekolah dasar inklusif. Data primer dikumpulkan melalui observasi kelas, serta wawancara mendalam dengan wakil kepala sekolah bidang kurikulum, guru kelas, guru pendamping khusus, dan orang tua. Data sekunder bersumber dari modul ajar adaptif, dan dokumen PPI. Analisis data dilakukan secara sistematis menggunakan model Miles dan Huberman dengan bantuan aplikasi Atlas.ti serta teknik triangulasi untuk keabsahan data. Temuan menunjukkan bahwa penyesuaian kurikulum dalam PPI terdapat empat pilar: penyesuaian materi, kompetensi, waktu, dan penilaian. Modifikasi tujuan dan metode pembelajaran didapat melalui materi, media, aktivitas, dan asesmen pembelajaran. Bentuk dukungan harian melibatkan kolaborasi guru dan guru pendamping khusus, komunikasi dengan orang tua, serta pengelolaan emosi. Meskipun dihadapkan pada kendala analisis capaian pembelajaran, asesmen, instruksi, dan manajemen waktu, implementasi PPI terbukti berhasil meningkatkan performa akademik, rasa percaya diri, kemampuan fokus, regulasi emosi, serta mengurangi tantrum pada peserta didik berkebutuhan khusus.   Abstract: This qualitative case study at SDIT Istiqomah Balikpapan was motivated by the achievement gap between regular students and students with special needs, resulting from the suboptimal quality of inclusive education in Balikpapan. Teachers' administrative and technical challenges in implementing curriculum adaptation serve as the primary obstacles in the field. This study aims to provide practical insights into the implementation of the Individualized Education Program (IEP) as a curriculum adaptation strategy in inclusive elementary schools. Primary data were collected through classroom observations and in-depth interviews with the vice principal of curriculum, regular classroom teachers, special education teachers, and parents. Secondary data were gathered from adaptive lesson modules and IEP documents. Data were systematically analyzed using the Miles and Huberman model with the assistance of Atlas.ti software, along with triangulation techniques to ensure data validity. The findings reveal that curriculum adjustments within the IEP encompass four pillars: content, competency, time, and assessment modifications. Modifications to learning objectives and methods are achieved through learning materials, media, activities, and assessments. Daily support systems involve collaboration between regular and special education teachers, communication with parents, and emotional management. Despite facing challenges regarding learning outcome analysis, assessments, instruction, and time management, the implementation of IEP has proven successful in improving the academic performance, self-confidence, focus, emotional regulation, and reduction of tantrums in students with special needs.