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MANAJEMEN PENDIDIKAN INKLUSI DALAM MENINGKATKAN MUTU PENDIDIKAN DI SMPN 12 YOGYAKARTA
Inclusive education management seems to have had a significant impact on improving the quality of education. Acceptance of diversity and expanding opportunities to receive education for everyone, including those with special needs, is realized in the form of inclusive education. This research aims to: 1) determine the implementation of inclusive education management in building the quality of education at Public Junior High School 12 Yogyakarta, 2) determine the contribution of inclusive education management in building the quality of education at Public Junior High School 12 Yogyakarta, 3) find out the strategies and keys to the success of inclusive education management in building quality education at Public Junior High School 12 Yogyakarta. The type of research used is qualitative research with a case study approach. The data collection techniques used were interviews, observation and documentation of qualitative data analysis, namely by condensing data, presenting data and drawing conclusions. The results of the research show that the implementation of inclusive education management at Public Junior High School 12 Yogyakarta is carried out based on management functions starting with pre-planning. In this pre-planning the special assistant teacher (GPK) creates acceptance and changes the mindset of all school residents regarding inclusive education. Planning is carried out in aspects of curriculum adaptation, learning methods and models, in aspects of the organizational structure of the inclusive education team, in aspects of socialization with school residents and parents of inclusive students, and planning in aspects of changes to e-report descriptions. Organizing is carried out by dividing tasks and responsibilities as well as collaboration and communication. Implementation (actuating) is carried out in accordance with the planning stage, namely in the aspect of adapting the curriculum, methods and learning models, namely by pulling out and mentoring in class, the organizational structure of the inclusion team is realized in the division of tasks and responsibilities and socialization with the school community and parents of inclusion students is realized in meetings with parents of inclusive students and outreach to the school community. Evaluation (controlling) is carried out in two ways, namely learning evaluation and monthly reports on ULD which are carried out by special assistant teachers (GPK). On the other hand, the contribution of inclusive education in improving the quality of education at Public Junior High School 12 Yogyakarta is identified in three points. first, creating a culture of inclusion, second, creating differential learning programs, and third, creating comprehensive collaboration with stakeholders. The form of strategy used is a bottom-up model strategy with a participatory approach and a differential learning strategy. Meanwhile, the key to success in implementing inclusive education management at Public Junior High School 12 Yogyakarta is shown in three forms, namely leadership commitment, participation of all stakeholders, and a differential approach.
FAKULTAS ILMU TARBIYAH DAN KEGURUAN, UIN SUNAN KALIJAGA YOGYAKARTA
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