Pengembangan Sekolah Inklusif dan Keberhasilannya dalam Membentuk Sikap Anti Diskriminasi terhadap Difabel (Studi kasus : SD N 2 Bendan, Kec. Banyudono, Kab. Boyolali)

YUSUF BUDI KURNIAWAN, Puguh Prasetya Utomo, MPA.

2014 | Skripsi | ILMU ADMINISTRASI NEGARA (MANAJEMEN DAN KEBIJAKAN PUBLIK)

Penelitian ini ditujukan untuk mengekesplorasi praktik pelaksanaan dan pengembangan sekolah inklusif. Hal-hal yang dieksplorasi dalam penelitian ini adalah keberhasilan penanaman sikap anti diskriminasi terhadap siswa difabel, serta proses pengembangan yang dilakukan. Penelitian dilakukan di SD Negeri 2 Bendan menggunakan metode kualitatif, dengan prespektif study kasus. Pengumpulan data melalui pengamatan langsung, wawancara, survey jarak sosial, serta kajian pustaka. Pengembangan sekolah inklusif dilakukan sejak tahun 2006 dan, diklaim sebagai model bottom-up, karena tidak ada surat penunjukan dari pemerintah. Sekolah tersebut melakukan pengembangan dalam beberapa hal, antara lain desain kurikulum, metode pembelajaran, sarana-prasarana, serta pelayanan pendidikan ramah. Sekolah tersebut dapat dikatakan ada upaya untuk menanamkan sikap anti diskriminasi. Hal tersebut berdasarkan hasil survei jarak sosial siswa, yang mengukur level penerimaan siswa non-difabel terhadap siswa difabel dalam beberapa tingkat. Dimulai dari tingkat teman satu sekolah, satu kelas, satu kelompok belajar, dan satu meja. Hasil survei tersebut menunjukkan mayoritas siswa mau menerima siswa difabel sampai level teman semeja. Namun disisi lainya, dari hasil survei itu, tingkat penolakan terjadi cukup banyak pada jenjang kelas 3. Hasil survei kelas 3 menunjukan bahwa semakin dekat jaraknya maka semakin banyak pula yang menolak. Hal tersebut disebabkan karena beberapa faktor, antara lain usia masih terlalu dini untuk menerima konsep anti diskriminasi, pengaruh guru kelas yg eksklusif, model pembelajaran masih kurang untuk porsi kerja kelompok. Selain itu, siswa difabel disana juga didorong untuk memiliki rasa percaya diri, karena banyak siswa difabel yang tidak percaya diri. Pembentukan rasa percaya diri dilakukan melalui beberapa cara, seperti diminta memimpin doa, menyanyi, dan membaca di depan kelas. Hal tersebut perlu, karena rasa percaya diri itu akan menjadi modal dalam berinteraksi di lingkungan lainya, setelah di sekolah. Dalam pengembanganya, sekolah membuat desain kurikulum yang dimodifikasi, sehingga bersifat fleksibel dalam pelaksanaanya. Metode pembelajaran pull out juga digunakan untuk melayani siswa difabel, yang memiliki kebutuhan beragam. Hal itu semua dilakukan untuk menciptakan pelayanan pendidikan yang ramah terhadap semua siswa, termasuk difabel. Upaya-upaya tersebut menunjukkan besarnya komitmen sekolah dalam melaksanakan pengembangan sekolah inklusif.

This research aimed to explore the implementation and practice of inclusive school development. The cases that explored in this research are the success of building anti-discrimination attitude toward students with disabilities, and also the development of it. The research was conducted in SD Negeri 2 Bendan, uses qualitative method with case study perspective. The data collected by direct observation, interview, social distance survey, and literature review. The development of inclusive school in SDN Bendan 2 has been carried out since 2006. That proccess was claimed as a bottom up model because there was no appointment letter from the goverment. The school did some developments in the several aspects such as in a curriculum design, learning methods, facilities, and also friendly education service. The school also embeded anti-discrimination effort. It was based on the student social distance survey, which count the acceptance level from non-disabilities students toward students with disabilities in some levels. It began from the schoolmate, the classmate, the study group, and the chair mate. The result showed that majority of the students accepted students with disabilities until they became a chair mate. In the other side, from the survey result, the rejection rate occured mostly in the 3rd grade. The result of 3rd grade showed that the closer distance is more rejection. It was caused by several factors such as the age of students which were too early to accept anti-discrimination concept, very exclusive influence from teacher, and lacked of learning model for portion of group. Moreover, the students with disabilities also encouraged to be self confident, because many students with disabilities usually lack of self confidence . A self confidence could be formed by several ways, such as leading praying, singing, and reading in front of the class. That was very important because a self confindence would be the power to interact with their environment outside the school. In developing of inclusive school, the school modified curriculum design. So, it could be flexible in implementing it. A pull out method was also used to service the students with disabilities which have so many needs. All of the cases were done in this school was proposed to create a friendly education service for all students including the students with disabilities. Those efforts shown a big comitment from school in developing of inclusive school.

Kata Kunci : sekolah inklusif, anti diskriminasi, percaya diri, siswa difabel, pengembangan sekolah.