PERSEPSI GURU BIMBINGAN DAN KONSELING DAN IMPLIKASINYA TERHADAP PENDIDIKAN INKLUSI : STUDI KASUS DI SMP TAMAN DEWASA IBU PAWIYATAN DAN SMP NEGERI 15 YOGYAKARTA

Ahmad Fasya Alfayyadl, S.A, NIM.: 20200012023 (2022) PERSEPSI GURU BIMBINGAN DAN KONSELING DAN IMPLIKASINYA TERHADAP PENDIDIKAN INKLUSI : STUDI KASUS DI SMP TAMAN DEWASA IBU PAWIYATAN DAN SMP NEGERI 15 YOGYAKARTA. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

The implementation of inclusive education is one of the educational models that exist in Indonesia, even throughout the world. Inclusive education is an educational model that provides facilities for ABK students to be able to participate in learning activities together with non-ABK students in schools and regular classes. The purpose of holding this educational model is to realize the right to education for all people and eliminate all acts of discrimination that discriminate against a person's background. In the world of education, guidance and counseling teachers (BK) have an important role in the success of activities at school. Therefore, their presence at school is needed to provide guidance and counseling services to students. Everything that is done by someone is sometimes based on the perception of that person. In this case the researchers conducted research related to the perceptions and implementation of counseling teachers on inclusive education. The goal is to understand how far the guidance and counseling teacher's view of inclusive education is and also to know the implementation of the guidance and counseling teacher's implementation in implementing inclusive education. The research method used is a descriptive qualitative approach. With the research subjects, namely four guidance and counseling teachers (BK) and three special accompanying teachers (GPK). The locations that were used as research were Taman Adult Middle School Ibu Pawiyatan and Yogyakarta 15 Public Middle School. Data collection techniques by way of documentation and in-depth interviews. The results obtained from the research conducted were that counseling teachers from both schools had a good perception of inclusive education, and even had an understanding of the characteristics of ABK and the concept of inclusive education. However, in implementing counseling teachers for inclusive education, in both schools everything related to students with special needs and inclusive education will be handled and regulated by a special accompanying teacher (GPK). This means that in general, counseling teachers do not have a major role in implementing inclusive education. It's just that the counseling teacher will always work together and coordinate with GPK in overcoming the problems faced by students, both ABK students and non-ABK students.

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