Manajemen Pendidikan Inklusif di Negara Berkembang: Tantangan dan Peluang dalam Konteks Multukultural

Nanda Nur Hafizah; Riyuzen Praja Tuala; Oki Dermawan

Manajemen Pendidikan Inklusif di Negara Berkembang: Tantangan dan Peluang dalam Konteks Multukultural

Nanda Nur Hafizah, Riyuzen Praja Tuala, Oki Dermawan

Abstract

Abstract: This study aims to analyze the implementation of inclusive education management in developing countries with multicultural backgrounds, particularly in Indonesia, Malaysia and India. Inclusive education, which emphasizes providing equal opportunities for all learners without exception, including those who have special needs or come from diverse social and cultural backgrounds, is faced with various challenges in these developing countries. The method used in this study is Systematic Literature Review (SLR), by analyzing 35 relevant articles obtained from various sources, such as Scopus, Taylor & Francis, ScienceDirect, and Google Scholar. This study identified various obstacles in the implementation of inclusive education, such as access gaps, infrastructure limitations, lack of teacher training, social stigma, and language and curriculum barriers. However, there are great opportunities to improve the effectiveness of inclusive education through policy strengthening, technology utilization, synergy between government and society, and more flexible curriculum reforms. This research makes an important contribution to the literature on inclusive education in developing countries and offers strategic recommendations to improve the sustainability and equity of access to inclusive education in countries with complex cultural and ethnic diversity.
Keywords: Inclusive Education Management; Developing Countries; Multiculturalism

Abstrak: Penelitian ini bertujuan untuk menganalisis implementasi manajemen pendidikan inklusif di negara-negara berkembang dengan latar belakang multikultural, khususnya di Indonesia, Malaysia, dan India. Pendidikan inklusif, yang menekankan pada pemberian kesempatan yang setara bagi seluruh peserta didik tanpa terkecuali, termasuk mereka yang memiliki kebutuhan khusus atau berasal dari latar belakang sosial dan budaya yang beragam, dihadapkan pada berbagai tantangan di negara-negara berkembang ini. Metode yang digunakan dalam penelitian ini adalah Systematic Literature Review (SLR), dengan menganalisis 35 artikel relevan yang diperoleh dari berbagai sumber, seperti Scopus, Taylor & Francis, ScienceDirect, dan Google Scholar. penelitian ini mengidentifikasi berbagai kendala dalam implementasi pendidikan inklusif, seperti kesenjangan akses, keterbatasan infrastruktur, kurangnya pelatihan guru, stigma sosial, serta hambatan bahasa dan kurikulum. Meskipun demikian, terdapat peluang besar dalam meningkatkan efektivitas pendidikan inklusif melalui penguatan kebijakan, pemanfaatan teknologi, sinergi antara pemerintah dan masyarakat, serta reformasi kurikulum yang lebih fleksibel. Penelitian ini memberikan kontribusi penting dalam memperkaya literatur mengenai pendidikan inklusif di negara berkembang dan menawarkan rekomendasi strategis untuk meningkatkan keberlanjutan serta kesetaraan akses pendidikan yang inklusif di negara-negara dengan keragaman budaya dan etnis yang kompleks.
Kata kunci: Manajemen Pendidikan Inklusif; Negara Berkembang; Multikulturalisme

Full Text:

PDF

References

Abol, M. T., & Nordin, Z. S. (2023). Kepelbagaian Gaya Pembelajaran Murid Kurang Upaya Intelektual dalam Program Pendidikan Inklusif di Sarawak. Malaysian Journal of Social Sciences and Humanities (MJSSH), 8(12), e002599–e002599.

Ahmad, Y., & Yusof, N. M. (2017). Multi-ethnic school environment from the school leader’s perspective: challenges and approaches to improve multi-cultural competency among teachers in Malaysia. Asian Ethnicity, 18(3), 296–309.

Ainscow, M., Booth, T., & Dyson, A. (2006). Improving schools, developing inclusion. Routledge. https://doi.org/10.4324/9780203967157

Alkhateeb, N., Alrubaian, A., & Tamakloe, D. (2023). A dialogical inquiry of elementary school teachers’ perspectives on inclusive education of students with special education needs and disability (SEND). Sage Open, 13(2), 21582440231162056.

Amin, N. M., & Yasin, M. H. M. (2016). Pelaksanaan program pendidikan inklusif murid berkeperluan khas dalam Pelan Pembangunan Pendidikan Malaysia 2013-2015. Seminar Antarabangsa Pendidikan Khas Rantau Asia Tenggara Siri Ke, 6.

Arifin, F., & Supena, A. (2023). Praktik Pendidikan Inklusif di Sekolah Dasar. 9(1), 198–208. https://doi.org/10.31949/educatio.v9i1.4191

Bahri, S. (2022). Manajemen pendidikan inklusi di sekolah dasar. Edukatif: Jurnal Ilmu Pendidikan, 4(1), 94–100.

Baihaqi, M. (2021). Implementation of multicultural education in Indonesia. EDUTEC: Journal of Education and Technology, 4(3), 504–526.

Bala, S. (2024). Fostering Multicultural Education in India: Prospect Under NEP 2020. Jagannath University Journal of Research and Review, 01(01), 42–46.

Barbosa, M. L. de O., & Galembeck, E. (2022). Mapping research on biochemistry education: A bibliometric analysis. Biochemistry and Molecular Biology Education, 50(2), 201–215.

Bettany-Saltikov, J., & McSherry, R. (2024). How to do a Systematic Literature Review in Nursing: A Step-by-Step Guide, 3/e.

bin Nordin, M. N., Mustafa, M. Z. Bin, & Razzaq, A. (2019). The Practice of Headmasters’ Leadership and Its Effect on Job Satisfaction of Special Education Integration Program (PPKI) Teachers in Johor, Malaysia. Universal Journal of Educational Research, 7(9), 2008–2014.

Chin, M. (2023). The Zero Reject policy: a way forward for inclusive education in Malaysia? International Journal of Inclusive Education, 27(4), 526–540.

Eckstrand, K. L., Eliason, J., Cloud, T. S., & Potter, J. (2016). The priority of intersectionality in academic medicine. Academic Medicine, 91(7), 904–907.

Gale, L., Bhushan, P., Eidnani, S., Graham, L., Harrison, M., McKay-Brown, L., Pande, R., Shreeraman, S., & Sivashunmugam, C. (2022). Overcoming barriers to inclusion in education in India: A scoping review. Social Sciences & Humanities Open, 5(1), 100237.

Gómez-Hurtado, I., Valdés, R., González-Falcón, I., & Jiménez Vargas, F. (2021). Inclusive leadership: Good managerial practices to address cultural diversity in schools. Social Inclusion, 9(4), 69–80.

Gupta, M., & Kaul, S. (2024). AI in Inclusive Education: A Systematic Review of Opportunities and Challenges in the Indian Context. MIER Journal of Educational Studies Trends and Practices, 429–461.

Hamid, M. Z., Bisschoff, C., & Botha, C. (2014). The Identification of Cultural Diversity Factors in Swaziland’s Public Schools. Mediterranean Journal Os Social Sciences, 5.

Hanjarwati, A., & Aminah, S. (2014). Evaluasi implementasi kebijakan pemerintah kota Yogyakarta mengenai pendidikan inklusi. Inklusi, 1(2), 221–248.

Haq, R., Klarsfeld, A., Kornau, A., & Ngunjiri, F. W. (2020). Diversity in India: Addressing caste, disability and gender. Equality, Diversity and Inclusion: An International Journal, 39(6), 585–596.

Hue, M. T., & Karim, S. (2024). Developing a sense of belonging among ethnic minority youth in Hong Kong: challenges and opportunities. International Journal of Comparative Education and Development, 26(1), 56–75.

Ikramullah, I., & Sirojuddin, A. (2020). Optimalisasi Manajemen Sekolah Dalam Menerapkan Pendidikan Inklusi di Sekolah Dasar. Munaddhomah: Jurnal Manajemen Pendidikan Islam, 1(2), 131–139.

Jelas, Z. M. (2010). Learner diversity and inclusive education: A new paradigm for teacher education in Malaysia. Procedia-Social and Behavioral Sciences, 7, 201–204.

Jelas, Z. M., & Mohd Ali, M. (2014). Inclusive education in Malaysia: Policy and practice. International Journal of Inclusive Education, 18(10), 991–1003.

Kusmaryono, I. (2023). Faktor berpengaruh, tantangan, dan kebutuhan guru di sekolah inklusi di Kota Semarang. Jurnal Ilmiah Pendidikan Dasar, 10(1), 12–23.

Malikussaleh, U. (2020). Implementasi Program Pendidikan Inklusif di Kabupaten Bireuen ( Implementation of the Inclusive Education Program in Bireuen District ). 02, 150–160.

Mariyono, D. (2024). Indonesian mosaic: the essential need for multicultural education. Quality Education for All, 1(1), 301–325.

Mitiku, W., Alemu, Y., & Mengsitu, S. (2014). Challenges and opportunities to implement inclusive education. Asian Journal of Humanity, Art and Literature, 1(2), 118–135.

Muhibbin, M. A., & Hendriani, W. (2021). Tantangan dan strategi pendidikan inklusi di perguruan tinggi di Indonesia: literature review. JPI (Jurnal Pendidikan Inklusi), 4(2), 92–102.

Mujiafiat, K. A., & Yoenanto, N. H. (2023). Kesiapan Guru dalam Pelaksanaan Pendidikan Inklusi. Edukatif: Jurnal Ilmu Pendidikan, 5(2), 1108–1116.

Munastiwi, E. (2024). Implementing Multicultural Education in Early Childhood: A Case Study of Abdullah School, Aligarh, India. Global Educational Research Review, 1(3), 135–144.

Musyafira, I. D., & Hendriani, W. (2021). Sikap guru dalam mendukung keberhasilan pendidikan inklusi. Jurnal Kependidikan: Jurnal Hasil Penelitian Dan Kajian Kepustakaan Di Bidang Pendidikan, Pengajaran Dan Pembelajaran, 7(1), 75–85.

Mutaqin, Z., Yatim Riyanto, M. S., Khamidi, A., & Amalia, K. (2024). Implementation of Multi-Level Inclusive Learning Management in Indonesian Schools of Kinabalu City Malaysia. Edukasi, 18(2).

Nabiela, H. S., & Ulfatin, N. (2023). Inclusive Education Policy In Indonesia: Best Practices, Challenges, And Future Directions. International Journal of Educational Research & Social Sciences, 4(6), 1007–1012.

Neary, A. (2020). Critical imaginaries of empathy in teaching and learning about diversity in teacher education. Teaching Education, 31(4), 444–458.

Owusu-Ansah, S., Tripp, R., N. Weisberg, S., P. Mercer, M., Whitten-Chung, K., & NAEMSP Diversity & Inclusion Committee, E. (2023). Essential principles to create an equitable, inclusive, and diverse EMS workforce and work environment: a position statement and resource document. Prehospital Emergency Care, 27(5), 552–556.

Padmanabhan, R. (2023). Developing Inclusive Practices: Case Study of the Model of Inclusion, Management and Leadership in a School in Bengaluru, India.

Phoon, H. S., Abdullah, M. N. L. Y., & Abdullah, A. C. (2013). Multicultural early childhood education: practices and challenges in Malaysia. The Australian Educational Researcher, 40, 615–632.

Rahmi, I., Desvianti, E., Mufitasari, D., & Ariyanti, T. D. (2024). Evaluation of inclusive education in Indonesia: Elementary school teachers’ perspective. Jurnal RAP (Riset Aktual Psikologi Universitas Negeri Padang), 15(1), 75.

Riswari, F., Puspitasari, F. H., Yuniarti, N., Iswahyudi, S. R., Sunandar, A., Ediyanto, E., & Junaidi, A. R. (2022). The management gaps toward inclusive education implementation at higher education in Indonesia. Indonesian Journal of Disability Studies, 9(1), 153–162.

Sahrudin, M., Djafri, N., & Suking, A. (2023). Pengelolaan Pendidikan Inklusif. Jambura Journal of Educational Management, 162–179.

Salleh, S. F. (2018). Masalah pengajaran guru dalam program pendidikan inklusif di sekolah. Asian People Journal (APJ), 1(2), 243–263.

Setiawan, H., Aji, S. M. W., & Aziz, A. (2020). Tiga Tantangan Guru Masa Depan Sekolah Dasar Inklusif 1. 5, 241–251.

Sevillano-Monje, V., Martín-Gutiérrez, Á., & León-Sánchez, M. (2023). Comparative analysis of intercultural education from the perspective of management teams. The case of Spain and France. Croatian Journal of Education: Hrvatski Časopis Za Odgoj i Obrazovanje, 25(2), 701–735.

Singal, N. (2019). Challenges and opportunities in efforts towards inclusive education: reflections from India. International Journal of Inclusive Education, 23(7–8), 827–840. https://doi.org/10.1080/13603116.2019.1624845

Singh, V. K., & Chauhan, S. C. (2021). Managing Inclusive Schools in India: A Study Managing Inclusive Schools in India: A Study of School Management Committees in Tribal Concentrated Districts of Jharkhand and Chhattisgarh. Journal of Educational Planning and Administration, 35(1), 59–83.

Somad, A., Haryanto, S., & Darsinah, D. (2024). Inclusive Education for Special Needs Students in Indonesia: A Review of Policies, Practices and Challenges. JMKSP (Jurnal Manajemen, Kepemimpinan, Dan Supervisi Pendidikan), 9(2), 1024–1035.

Sulistyadi, H. K. (2014). Implementasi kebijakan penyelenggaraan layanan pendidikan inklusif di Kabupaten Sidoarjo. Kebijakan Dan Manajemen Publik, 2(1), 1–10.

Susilowati, T., Trisnamansyah, S., & Syaodih, C. (2022). Manajemen Pendidikan Inklusi dalam Meningkatkan Mutu Pendidikan. JIIP-Jurnal Ilmiah Ilmu Pendidikan, 5(3), 920–928.

Tanjung, R., Supriani, Y., Arifudin, O., & Ulfah, U. (2022). Manajemen penyelenggaraan pendidikan inklusi pada lembaga pendidikan Islam. JIIP-Jurnal Ilmiah Ilmu Pendidikan, 5(1), 339–348.

Tembren, A., & Tahar, M. M. (2022). Penerimaan guru terhadap pelaksanaan program pendidikan khas integrasi (PPKI) di daerah Sibu. Jurnal Dunia Pendidikan, 4(1), 127–144.

Tobasa, M. R., & Nurjanah, P. W. (2024). Tantangan dan Strategi Mendisiplinkan Siswa Berkebutuhan Khusus dalam Pendidikan Inklusif: Tinjauan dari Perspektif Studi Literatur. ANWARUL, 4(1), 207–217.

Toscano-Cruz, M. de la O., González-Falcón, I., Gómez-Hurtado, I., & García Rodríguez, M. del P. (2020). Educational Counseling and Temporary Language Adaptation Classrooms: A Study through In-Depth Interviews. Sustainability, 12(24), 10433.

Van Dinter, R., Tekinerdogan, B., & Catal, C. (2021). Automation of systematic literature reviews: A systematic literature review. Information and Software Technology, 136, 106589.

Volosnikova, L. M., Fedina, L. V, & Bruk, Z. Y. (2024). Positions of Leaders—Principals of Inclusive Schools: Foreign Discourse. СОЦИАЛЬНАЯ ПСИХОЛОГИЯ И ОБЩЕСТВО SOCIAL PSYCHOLOGY AND SOCIETY, 23.

Warminda, Y., Hasrul, H., & Haryani, M. (2022). Implementasi Kebijakan Permendiknas No. 70 Tahun 2009 tentang Pendidikan Inklusif Bagi ABK dan/atau Memiliki Bakat Istimewa Di SMPN Kota Padang. Jurnal Basicedu. https://jbasic.org/index.php/basicedu/article/view/4047

Wiliyanto, N. R. (2022). Manajemen Pendidikan Inklusi di SMAN 1 Padangan. Mudir: Jurnal Manajemen Pendidikan, 4(1), 144–152