CORE VALUE (TAÔÇÖ─ÇWUN VALUE) IN THE DEVELOPMENT PROGRAM OF INCLUSIVE EDUCATION
DOI:
https://doi.org/10.31958/jt.v20i2.998Keywords:
Core Values, ta`?üwun value, inclusive schools, Students with special needAbstract
Though values are fundamental aspects in education, the preliminary study shows the phenomena of ignorance of the values especially in inclusive schools. The insertion of values that support the implementation of inclusive education is much more necessary. The study aims at depicting the implementation of the main values in the development of inclusive education program at SDN Purtaco Indah Kota Bandung, as the research focus. The research used qualitative approach with descriptive analytic case study method, grounded theory, hermeneutical social, and thematic study of Al-Quran Al-Qarafi. The data were obtained through observation, interview, questionnaire, and documentary study. The results show that: 1)The foundation of the implementation of inclusive education consists of religious foundations, psychological foundations, and pedagogical foundations of ta`─üwun value as a core value in inclusive education; 2) The value of ta`─üwun is hierarchically elaborated into basic values, instrumental values, and practical values; 3) The implementation of the ta`─üwun value, as the main value of inclusive education, includes: (a) Implementation of ta`─üwun value development among teachers, teachers and parents, parents with students (ordinary and those with special need), and fellow students (ordinary and with special need); 4) The advantages of the ta`─üwun value development program are: (a) Facilitating the acceptance of the students with speacial need at inclusion schools, (b) the parents become more optimistic, (c) The parents of those with special need are happy because their children can learn inclusively with normal children, (d) The majority of parents of the students with special need are able to mingle regardless of their economic background. As for the shortcomings, namely (a) The knowledge aspect for the regular students is relatively hampered because the teachers have to share the attention with the needing students who have limitations in the cognitive aspect, (b) It is very difficult to convince the parents of regular students to receive the needing students as their childrenÔÇÖs classmates.References
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[2] Permendiknas No. 70 Tahun 2009 Tentang Pendidikan Inklusif Bagi Peserta Didik yang Memiliki Kelainan dan Memiliki Potensi Kecerdasan dan/atau Bakat Istimewa
[3] Anonim. 2013. 184 ribu anak berkebutuhan khusus belum nikmati pendidikan. Tersedia dalam. [Online] http://www.antaranews.com/berita/395235/184-ribu-anak-berkebutuhan-khusus-belum-nikmati-pendidikan.
[4] Direktorat Pembinaan PK-LK Dikdas. (2010). Pelaksanaan administrasi Direktorat Pembinaan PK-LK Dikdas. Jakarta
[5] Rahardja, Pratama. 2010. Teori Mikroekonomi. Jakarta: LP-FEUI.
[6] L.J. Moleong. (1991). Metodologi Penelitian Kualitatif. Bandung: Remaja Rosdakarya
[7] Nasution, 1988 Metode Penelitian Naturalistik dan Kualitatif. Bandung. Tarsito.
[8] KBBI, Daring. 2008. Memeras. Retrieved Februari 16, 2011 from http://pusatbahasa.depdiknas.go.id/kbbi/index.php
[9] P. Zagorin. (2003). Pengertian Toleransi Tersedia di : http://id.wikipedia.org/wiki/Toleransi [15 Mei 2013]
[10] Hodges & Klein. (2001). Regulating The Costs Of Empathy: The Price of Being Human. Journal of Socio Economics. 30 (2001) 437-452.
[11] Baron & Byrne. (2004). Social Psychology (10th ed). USA: Pearson.
[12] Situmorang, Jamisten (2008), terdapat dalam http://jamisten.wordpress.com/2008/12/10/ pendidikan-inklusi
[13] Indriawati, P. (2013). Implementasi Kebijakan Tugas Guru Pembimbing Khusus pada Pendidikan Inklusif di SD Negeri se-Kecamatan Junrejo Batu. Jurnal Kebijakan dan Pengembangan Pendidikan , 1 (1), 49-55.
[14] Dewi S.L dan Paramita P.P. (2013). Tingkat Burnout Ditinjau dari Karakteristik Demografis (usia, jenis kelamin, masa kerja) Guru SDN Inklusi Surabaya. Jurnal Psikologi Pendidikan dan Perkembangan , 2 (1), 1-9.
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2018-05-08
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Komariah, K. S. (2018). CORE VALUE (TAÔÇÖ─ÇWUN VALUE) IN THE DEVELOPMENT PROGRAM OF INCLUSIVE EDUCATION. Ta’dib, 20(2), 144–154. https://doi.org/10.31958/jt.v20i2.998
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