Manajemen Budaya Pendidikan Inklusif Melalui Implementasi Program Pembelajaran Individual (PPI)

Authors

  • Dedy Ermanto Program Studi Magister Pendidikan Luar Biasa, Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta, Indonesia, Indonesia
  • Lantip Diat Prasojo Program Studi Magister Pendidikan Luar Biasa, Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta, Indonesia, Indonesia

DOI:

https://doi.org/10.24256/tunascendekia.v9i2.12331

Keywords:

debirokratisasi, manajemen inklusif, pendidikan inklusif, resiliensi pedagogis, sekolah terpencil

Abstract

Penelitian ini bertujuan menganalisis manajemen budaya pendidikan inklusif melalui implementasi Program Pembelajaran Individual (PPI) pada sekolah dasar di daerah terpencil dengan keterbatasan sumber daya. Penelitian difokuskan pada aspek perencanaan adaptif, implementasi modifikasi kurikulum dan PPI, serta kepemimpinan dalam mengatasi keterbatasan kompetensi guru, fasilitas, dan resistensi sosial. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus di SD Negeri 005 Busang, Kabupaten Kutai Timur. Informan dipilih secara purposive sebanyak lima orang, terdiri atas kepala sekolah, dua guru kelas reguler, dan dua orang tua siswa. Data dikumpulkan melalui wawancara mendalam, observasi partisipatif, dan studi dokumentasi. Keabsahan data diuji melalui triangulasi sumber dan teknik, sedangkan analisis menggunakan model interaktif Miles, Huberman, dan Saldaña melalui kondensasi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa perencanaan inklusif berkembang secara adaptif melalui penyederhanaan target kurikulum menjadi kemampuan fungsional dan penyusunan PPI bersama orang tua. Implementasi layanan dilakukan melalui debirokratisasi PPI menjadi “Catatan Saku PPI”, supervisi klinis yang empatik, dan pengorganisasian tutor sebaya (peer-pairing). Kepemimpinan berbasis resiliensi diwujudkan melalui penguatan efikasi guru, pemanfaatan benda di lingkungan sebagai media pembelajaran, serta pengembangan empati siswa reguler untuk mengurangi resistensi sosial. Penelitian menghasilkan konsep Micro-Level Inclusive Management yang menunjukkan bahwa fleksibilitas tata kelola, kolaborasi, dan efikasi pendidik menjadi elemen penting dalam mempertahankan layanan inklusif pada kondisi keterbatasan sumber daya. Sekolah disarankan mengembangkan prosedur operasional internal Catatan Saku PPI sebagai instrumen keberlanjutan layanan.

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Published

2026-09-03

How to Cite

Ermanto, D., & Prasojo, L. D. (2026). Manajemen Budaya Pendidikan Inklusif Melalui Implementasi Program Pembelajaran Individual (PPI). Tunas Cendekia : Jurnal Program Studi Pendidikan Anak Usia Dini, 9(2), 987–997. https://doi.org/10.24256/tunascendekia.v9i2.12331

Issue

Vol. 9 No. 2 (2026): Tunas Cendekia : Jurnal Program Studi Pendidikan Anak Usia Dini

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