HALAMAN JUDUL PERAN MANAJERIAL KEPALA SEKOLAH DALAM PELAKSANAAN PENDIDIKAN INKLUSI DI SD TUMBUH 1 YOGYAKARTA

Dodi Abdul Halim, NIM.: 19104090090 (2024) HALAMAN JUDUL PERAN MANAJERIAL KEPALA SEKOLAH DALAM PELAKSANAAN PENDIDIKAN INKLUSI DI SD TUMBUH 1 YOGYAKARTA. Skripsi thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

This inclusive education program service presents new challenges for schools. The challenges schools face in implementing inclusive education are the need for more facilities and infrastructure, insufficient educators' knowledge, and limited parental participation, ultimately affecting effective education for children with special needs. Therefore, the school principal plays a crucial role in the success of a program within the school. The principal establishes the vision and mission of the educational institution and integrates it comprehensively with their role as a school manager or leader in achieving the goals of inclusive education programs. This study uses a qualitative method with a case study approach. This research describes school principals' role, supporting factors, and managerial obstacles in implementing inclusive education at SD Tumbuh 1 Yogyakarta. The informants in this study are 4 people, consisting of: 1 principal, 2 classroom teachers, 1 and special support teacher. This research utilizes data collection techniques such as interviews , observation, and documentation. Then, data analysis techniques through data reduction, data presentation, and drawing conclusions. Meanwhile, the validity test of the data was carried out by triangulation of sources. The results of this study show that the managerial role of the principal in the implementation of inclusive education at SD Tumbuh 1 Yogyakarta consists of four aspects: 1) Planning, carried out through four stages of planning, Among others: trial and observation of new students, setting goals based on the school's vision and mission, planning a series of inclusion activities to achieve goals, and involving various parties in the success of achieving goals. 2) Organizing, It consists of dividing the tasks of educators, as well as grouping and determining student learning. 3) Directing, carried out through 3 stages: first, to educators, namely through morning briefing, weekly meeting, Teacher At Work, and appreciation day. Second, to parents, namely the existence of a parent meeting. Third, The direction to students is through the activities of morning carpet and assembly 4) Controlling, Which is the analysis of teacher performance and supervision of teacher assessment to evaluate work results and steps to be taken in the future. In addition to carrying out managerial functions, the school principal also serves as an educator, leader, supervisor, and motivator. These roles are interconnected and are an integral part of the responsibilities and authority of the school principal in managing educational institutions. The supporting factors for the school principal in implementing inclusive education at SD Tumbuh 1 Yogyakarta are a learning environment that values diversity, active parental participation, and professional educators. Meanwhile, the inhibiting factors are sometimes the suboptimal coordination from internal and external parties and the need for more facilities and infrastructure for students with special needs. The solution for the school principal in overcoming obstacles is through coordination meetings and optimizing available facilities

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