THE IMPLEMENTATION OF INCLUSIVE LEARNING SYSTEM IN RAUDHATUL ATHFAL TANGERANG SELATAN CITY

Abstract

The research objective is that the researcher wants to examine the description of how the implementation of the inclusive education system that exists in Raudhatul Athfal, South Tangerang City, what obstacles the teacher faces and how the teacher's efforts deal with these obstacles. By analyzing the problems and efforts of RA teachers, it is hoped that this research is simply to improve the quality of inclusive madrasah education. The results of the research are that the teacher has a vital role in managing all learning, from planning, implementation to the evaluation stage in measuring the success rate of early childhood with special needs in participating in learning activities. From the results of data collection in the field there are at least 3 stages faced by RA teachers which are challenges for teachers in implementing inclusive education in madrasas. The first is the preparation stage, the implementation stage and the evaluation stage. in the preparation stage the challenges faced are (1) the teacher does not use the initial screening stage as a form of screening regular children with children with special needs, (2) the teacher does not understand the identification procedure when admitting new students, (3) the teacher does not understand the curriculum model in inclusive education settings , (4) teachers do not use assessment instruments as material for consideration in planning PDBK learning programs, (5) teachers do not prepare PPI for PDBK.

At the implementation stage in madrasah, among the obstacles faced were (1) teachers did not have qualified human resources in handling PDBK, (2) most PDBK were not accompanied by GPK, (3) teachers conducted trial and error in handling PDBK. whereas at the assessment stage, because madrasas have not implemented PPI, the assessment or evaluation does not refer to PPI as ideally inclusive madrasas in measuring children's abilities during learning. From a number of challenges faced by inclusive madrasas at the Raudhatul Athfal (RA) level, several efforts have been made to overcome these challenges, such as working with parents, having accompanying teachers, giving rewards when children can follow instructions, collaborating with outsiders in providing solutions to problems experienced by madrasas and providing resource space for special learning for AUDBK in madrasas. Madrasas are required by the government not to reject ABK with certain categories but teachers lack knowledge about the concept of ABK and handling it. We also recommend that in addition to maximizing technical assistance regarding AUDBK, it also guides the addition of BOS funds per AUDBK to be higher than regular children, this is intended to enrich facilities and infrastructure, media and other supporting facilities in improving the quality of madrasas towards better inclusive madrasas.