Analysis of Learning Management on School Inclusive Education in

Ternate City: Case Study of SMA 10 Ternate

Dewi Mufidatul Ummah, Andi Agustan Arifin, Bujuna Alhaddad

Early Childhood Education Study Program, Khairun University, Jln. Bandara Baabullah Akehuda

Ternate 97728 North Maluku Indonesia

Keyword: Learning management, Inclusion school, Student with special needs, Higher education

Abstract: Learning process in the classroom is one container for each individual in the process of learning to develop

IQ, EQ and SQ or skill, as well as the potential that exists in itself, without exception to student with special

needs. This study was carried out in the inclusion class in SMAN 10 Ternate of the existence as school

inclusive education require special management especially on the lesson. This study aimed to describe and

analyze: 1) learning management planning on inclusion class; 2) implementation of learning management of

Inclusion school; 3) learning assessment system of school inclusive education at SMAN 10 Kota Ternate.

This study used a qualitative approach to data collection techniques with structured interviews, observations

and study non participants or documentations study. Data analysis techniques used are data reduction,

presentation and verification. While data validity technique used triangulation and member check. The results

showed that the planning and implementation of the management of the school inclusion is already done, just

that there are some aspects that need improved as the competence of teachers, infrastructure and

learning devices. The result of discussion also found factors affect learning management derived from the

endowment factors (internal and external schools) and restricting factors of learning i.e. educators, funding

infrastructure and management of student with special needs.

1 INTRODUCTION

Education is the right of every citizen, with no

exceptions. Education is a forum for every individual

in the learning process to develop IQ, EQ, and SQ as

well as the skills and potential within him. Education

does not always come from formal education such as

schools or colleges. Informal and non-formal

education also has the same role to construct

personality, especially children or students. The

Government of the Republic of Indonesia has

guaranteed the education of every citizen.(UU 20

tahun 2013)

In principle, each student has the right to get

opportunities to achieve satisfied learning

achievements. But in reality, there are several groups

get less attention, namely children with special needs.

Because of the perception of public those who have

physical or psychological deficiencies have different

needs than children in general, so they must be placed

in special schools with children who have similar

conditions.

In the 1990s, there was a movement towards

special education in regular schools and general

classes, used in terms of integration, mainstreaming,

inclusive and normalization. The principle of

inclusive education is public schools that provide

education service systems that include children with

disablities learn together with their peers, in regular

school closest to where they live. So that through

inclusive education children with disabilities will be

given the opportunity to learn together with normal

children in regular class. It has implications for

fostering interaction and caring for others, especially

children with disabilities.

Moreover, inclusive schools are also places where

every child is accepted, becomes part of the class and

also other community members so that his individual

needs are met ". This is in line with the opinion of

Powel & Caseau (Farrel, 2008) which states that the

most important thing about inclusive education is

helping children in academic and social matters.

Learning process in the classroom is one part of

developing students' abilities and skills. Learning

relates to what material needed and meaningful in life

Ummah, D., Ariﬁn, A. and Alhaddad, B.

Analysis of Learning Management on School Inclusive Education in Ternate City: Case Study of SMA 10 Ternate.

DOI: 10.5220/0008897300490055

In Proceedings of the 1st International Conference on Teaching and Learning (ICTL 2018), pages 49-55

ISBN: 978-989-758-439-8

and an inclusiveenvironment, kind for learning

considered the needs, interests and desires of teacher

(Hidayat, 2009). It is often referred as child center

learning and not centered on achieving the

curriculum.

In learning process, teacher is the main part of the

class because the teacher plans learning activities in

the classroom, implements them, determines the

policy strategies that will be used in the classroom,

and makes decisions on solutions that will be used

when facing obstacles and challenges that occur

during the learning process. After the teacher, school

component is also important for optimizing the

education services of its citizens, because the school

is a place for students to develop to get various

knowledge and skills in their development.

Based on the result of interviews in a preliminary

study with one of the administrators of Education and

Learning (Pendidikan dan Pengajaran) of North

MalukuProvince,there were several schools that

administered inclusive education in North Maluku

Province and one of them was the 10th High School

of Ternate City located on Siswa street. This school

is the first school inclusiveeducation in Ternate, held

since 2007. It means that SMAN 10 Ternate city has

received children with disabilities and implemented

inclusive learning for approximately 10 years. At the

school, every student gets same educational

experience. Based on observations made there are

also several facilities provided by the school for the

learning process of children with disabilities, such as

a supporting laboratory.

Based on the description above, the researchers

have an interest in learning of inclusive schools that

provide learning opportunities for children with

disabilities. So, this study will discuss about

inclusivelearning management in SMA 10 Kota

Ternate. The selection of research locations based on

the reasons for the length of time SMA 10 Kota

Ternate became one of the schools providing

inclusiveeducation in North Maluku Province.

2 METHOD

2.1 Type and Location of Research

This research is a descriptive study using a qualitative

approach. The location of the research is in SMA 10

Kota Ternate.

2.2 Research Subject

Respondents used by researchers to collect research

data in SMA N 10 Ternate city were principals, class

teachers, and students in the inclusion class. The key

instrument in this study is the teacher who becomes

the direct actor in the learning process.

2.3 Type and Data Source

The type of data needed in this study consists of

primary data and secondary data qualitative. Primary

data is data from interviews with informants. While

secondary data is documentation data and

observations before and after being in the research

location.

2.4 Data Collection Techniques

Data collection is one of the important stages in

research. According to Soegiyono (2008), there are

two main things that can affect to quality of research

data, namely: (1) the quality of research instruments,

and (2) the quality of data collection. Therefore,

collecting research data must be designed in such a

way that the research produces and obtains valid /

valid data.

To obtain the data needed in this study, data

collection techniques taken consist of interview,

observation, and documentation.

2.5 Research Instrument

In this study, the instrument is the researcher himself.

After the research focus becomes clear, the research

instruments are developed in a simple manner that

can clear and be able to complete the data from

interviews, observation and documentation. Then the

form of instrument was developed through research

focus so that all information obtained becomes

accurate data needed in this study. The instruments

used are questionnaire, observation format, and

documentation analysis format.

2.6 Data Analysis Technique

The stages in data analysis taken in this study

included the following steps:

2.6.1 Data Reduction

After collecting the data, the steps taken by the

researcher were analyzing by reducing the data,

which summarize all the interview data, the results of

ICTL 2018 - The 1st International Conference on Teaching and Learning

observations, and reviewing the documentation and

then choosing and taking the main things which were

focused on the problems that the researchers want to

study based on indicatorsdeveloped related to

learning problems students of SMA 10 Ternate

2.6.2 Data Presentation (Display)

The second main step of the data analysis activity was

presenting data. After reducing data, the researchers

presented the data in narration, meaning that every

fact and information obtained that occurs or that was

found by the researchers, was then narrated and given

an interpretation of these phenomena.

2.6.3 Data Verification

The third step of the analysis activity was drawing

conclusion. From the beginning of data collection, the

researcher startedto decide what something means,

noting order, patterns, explanation, possible

configuration, causal flow, and propositions.

2.7 Data Validation Technique

Checking the validity of the data is a very important

stage in qualitative research, because it determines

the level of trust in the results of the research that has

been done.

2.7.1 Triangulation

Triangulation at this stage was carried out source

triangulation, namely data obtained by researchers

from the result of interviews with primary data

sources, researchers proved the truth of the data by

interviewing several triangulators as a comparison so

that researchers can obtain valid data.

2.7.2 Member Check

At this stage the researcher returns to the field to

check all the data obtained from interviews,

observations, and documentation with the informant.

If the data can be received and approved, the

conclusions of the results will be made.

3 RESULT AND DISCUSSION

The location of the school is at K.H Dewantara Street,

Ternate Tengah District, Ternate City and border on

other schools. The school status isstate owned in 2010

which was previously named SMA PGRI and born in

1988. This school is a fairly old school in the city of

Ternate. SMAN 10 Kota Ternate is located in a

strategic condition because it is in education area

along with other schools and the location of the

school is easily accessible, because of its position on

the transportation route. In the 2014/2015 school

year, the school had 487 students divided into 15

study groups, which stood at ± 2400 m2, cared by 36

teachers and 6 laboratory assistants with minimal

education is S1.

SMAN 10 Kota Ternate has a vision of Creating

Students that excellent in Science and Charity and

compete nationally and globally. In addition, the

mission proclaimed is 1) Growing appreciation and

practice of the teaching of religion embraced as a

source of wisdom, 2) Forming superior and

competitive personalities that are intensive to all

school members 3) Carrying out teaching and

learning activities optimally oriented towards

achieving standardized competencies National and

Global, 4) Developing all potential students optimally

in both academic and non-academic fields, 5)

Establishing harmonious relationships between

school and parents / guardian of students,

communities, institutions and related institutions in

order to achieve an optimal school vision. Based on

the school's vision and mission, it is illustrated that

the mission carried out by SMAN 10 Kota Ternate is

the implementation and development of learning in

improving the quality of education.

3.1 Students’ Condition

SMA Negeri 10 Kota Ternate has 558 students. Data

of students’ condition in academic year 2007/2018

can be seen as follows:

Table 1: Number of students of SMAN 10 Kota

Ternate in 2018.

Class Total

X 189

XI 175

XII 194

Total 558

Source: Administration Data Report Book, April 2018

3.2 Description of Learning Management

3.2.1 Learning Plan

Based on the result of field study, information was

obtained that in the planning of learning, teachers

were actively seen in the preparation of learning

Analysis of Learning Management on School Inclusive Education in Ternate City: Case Study of SMA 10 Ternate

plans. In the sense that teachers of subject at the

beginning of each school have prepared their learning

plans on Lesson Plan (RPP). However, RPP made are

still general and not adapted to the inclusive learning

curriculum. Learning planning should be based on the

results of in-depth studies through collaboration

between national education goals, the needs of

students, community, parents, and the government so

that harmony and collaboration between the school

and the environment around will increase graduate

output and the quality of graduates. It means, in RPP

made by the teacher, it is better to include activities

for students with disabilities in the class.

Based on the results of the interview, the teacher

did not understand the inclusive program

implemented by the school. The lack understanding

of teachers isalso caused the teacher not prepare the

learning tools needed for inclusive students. The

success of a learning process is determined by careful

planning. Good planning makes half the success can

be achieved, the other derived from its

implementation. Based on the result of triangulation

interview, it was concluded that not all subject

teachers made lesson plans as expected in inclusive

school learning. Most of subject teachers did not yet

have the awareness to make a lesson plan kit

specifically for inclusive students.

This is partly due to the unevenness of

information and knowledge about inclusive schools

received by teachers, only two teachers were touched

by training and socialization about inclusive schools.

However, based on the system, the principal

conducted regular meetings every 3 months to

evaluate the learning done by the teacher while at the

same time look at the teacher's preparation in

conducting the learning plan.

3.2.2 Implementation of Learning

1) Teaching activities

In implementing the teaching and learning process,

generally, the teacher has made changes and

innovations in accordance with the development of

students. But the teacher has not involved analysis in

accordance with the development of the inclusive

students. They have used multimedia or with more

varied methods, but evaluation of students with

disabilities has not been found in concrete teaching

and evaluation activities. The purpose of the learning

process is still only to include students who have

disabilities in the learning process, not yet to increase

the competence of students in the class. So, school

implemented enrichment learning for children with

disabilities in extracurricular activities.

Extracurricular activities are institutional

activities that have an influence on teaching and

learning interactions in the classroom. Parties

provided space for students with disabilities to be

involved in extra-curricular activities, so students feel

the same and comfortable with the school

environment.

One of implementation of learning management

for children with disabilities is the aspect of guidance

and guidance of students at SMAN 10 Kota Ternate.

The school has created a student mentoring program

for capacity building or achievement. Guidance

activities carried out by the school were through

extracurricular activities. This activity received

attention from both school leaders and teachers.

According to the teacher, extracurricular activities

are: (1) providing art / dance programs, (2) holding

tutoring (3) holding social services (4) Red Cross and

Scout activities. Besides extracurricular activities, the

training of students with disabilities conducted by

teachers at SMAN 10 Kota Ternate is a religious

activity such as teaching students to commemorate

religious holidays such as Isra 'miraj, Maulid Nabi,

while for students who are non-Islamic also directed

to other activities in contact on developing students'

abilities and interests.

From the analysis carried out on the result of

interviews with teachers and principals, it can be

concluded that the implementation of classroom

learning by teachers is still lack of seeing specific

conditions of students with disabilities. Schools and

teachers tended to only target students to come and

socialize with their peers. However, students with

disabilities are designed to be more involved in

student coaching activities or extracurricular.

Students with disabilities were emphasized to

develop students' abilities and interests, so that the

school offered several activities outside the classroom

that accommodate their talents.

2) Completion of Teaching Learning Processes

The completeness of the teaching and learning

process, fully prepared by each teacher. Based on the

results of interviews, the school has prepared

facilities and infrastructure for completing the

implementation of learning. Infrastructure facilities

prepared such as special laboratory rooms,

classrooms, wheelchairs, and braille letters. This is

provided by the school to assist learning for students

with disabilities, although for now the facilities and

infrastructure are poorly maintained and used well by

the school. In addition, it was found data that students

with disabilities did not want to use the infrastructure

ICTL 2018 - The 1st International Conference on Teaching and Learning

services because they were embarrassed by their

peers.

3) Evaluation and analysis of learning outcomes

Evaluation and learning outcomes are continuity

activities covering the teaching and learning process.

Teachers are expected to be objective, transparent and

accountable so that the learning outcomes obtained by

students as basic data that can be used as a reference

for future improvements.

Evaluation activities are conducted periodically,

regularly, and bookkeeping. The results arrived at the

reporting stage of the student evaluation results in

every semester which will be used both for the

internal needs of the school and as material for the

education report. However, data was found that the

evaluation for students with disabilities had not been

carried out by the teacher.

The teacher added, that evaluation for students

with disabilities had not been carried out because of

the lack understanding of teacher about the condition

of students in his class. So, it becomes the root of the

teacher not doing a good evaluation of learning.

Besides evaluations conducted by the teacher,

there were also evaluations conducted by the

principal. Guidance carried out by the Principal is to

supervise with emphasis on the improvement and

development of professional performance in fostering

students. Supervision carried out by the principal is a

quarterly meeting that oversees the learning process

carried out by the teacher. It was as stated by the

teacher of SMAN 10 Kota Ternate..

"... In supervising, Principals sometimes visits the

classrooms and makes individual contacts. Class

visits are not carried out routinely, sometimes there

are notifications, but sometimes without notification.

In individual contact relationships, principal always

provides direction and guidance (interview, 2010).

According to the researcher, supervision activities

carried out by the principal have benefits to the

teacher's personal and institutional improvement.

From the result of interviews, surveys and facts of

documentation obtained by researchers has shown

that there was no indication of the implementation of

learning management carried out by SMAN 10 Kota

Ternate as one of the schools implementing inclusive

schools in North Maluku.

3.2.3 Factors Affecting the Implementation

of Learning Management at SMAN 10

Kota Ternate

1. Supporting factors

Based on the result of the interviews, it was found

several supporting factors, the first is the enthusiasm

of the school to accept students with disabilities,

meaning that the school so far has never refused those

students. The second supporting factor is the presence

of teachers involved in several trainings.

The third supporting factor is the principal who

has enough concentration on inclusive education,

infrastructure that is supportive enough and the

enthusiasm of some teachers regarding the

implementation of inclusive education at SMAN 10

Kota Ternate.

2. Obstacle factors

Management of inclusive education institutions is a

must to be implemented so that education is a

consumption for every human being in Indonesia is

no exception. Because of the task as an inclusive

education school, the management is not separated

from several obstacles that must be faced.

The inhibiting factors in the management of inclusive

learning includes:

1). Educator

The existence of supporting factors that facilitate the

management of learning in improving the quality of

schools providing inclusive education, there were

also obstacle factors in the implementation of

improving the quality of inclusive education in

schools.

From the result of observations and interviews of

researchers in the field, it showed that in the

implementation of inclusive learning management

there were still several things that hinder:

First, educators feel that they are not ready to

undertake inclusion-based learning because there is

no socialization of the results of inclusive training

represented by other teachers.

The second factor, there is an indication that

teachers lack enthusiasm to carry out inclusive

learning due to the breakdown of the budget

disbursed by the education office to the school.

So, it can be concluded that the level of teacher

economic is less secure and the inequality of teacher

involvement in training will be an obstacle to the

development of schools provider inclusive program.

Analysis of Learning Management on School Inclusive Education in Ternate City: Case Study of SMA 10 Ternate

In addition, supporting factors involve the

community around the school to participate together

in developing and improving the quality of education.

Community involvement can be personal

participation in directing inclusive students. This

collaboration has a large influence in society because

its benefits can be directly felt by the community.

2). Funds and Facilities / Infrastructure

From the results of interviews with the principal, the

researchers found that the source of funds for SMAN

10 Kota Ternate came from Bantuan Operasional

Sekolah and also funds from the assistance of the

students’ parents. Because of the lack of funds

obtained so that some learning activities and learning

facilities are not optimal. The lack of funding and

infrastructure is an educational problem which in its

development is not smooth because it is caused by

lack of funding"... recommendations to convey to the

service, because honestly we were here to prepare

learning tools for children there must be operational

funding but around 5 year is no longer from the

government "

So, from the above opinion it can be concluded

that the problem of funds and infrastructure is very

important for the continuity of the inclusive program

at SMAN 10 Kota Ternate.

4 CONCLUSION

Based on the results of research and discussion

obtained several conclusions, namely :

1. Learning Planning based on curriculum

management and teaching at SMAN 10 Kota

Ternate is adapted to the K-13 curriculum, in

learning process teacher prepared the

completeness of teaching in lesson plans, enriches

or repairs, and evaluates and analyzes learning

outcomes. Italso still found teacher doing learning

planning in lesson plans that have not been in

accordance with the inclusive school curriculum.

2. The implementation of learning based on the

teaching and learning process carried out by

teachers had been carried out innovations based

on the development of students by using

multimedia. In addition, the teaching and learning

process was also enriched with the guiding

process of students carried out in extracurricular

activities and religious activities. However, there

were still teachers who do not analyze the

development of students with special needs.

3. The implementation of learning evaluations

conducted at SMAN 10 Kota Ternate has been

carried out fairly thoroughly for all students, but

for students with disabilitieswhere the format was

different from other students had not been used

yet.

4. The implementation of inclusive school learning

based on facilities and infrastructure at SMAN 10

Kota Ternate is sufficient, but there were still

shortcomings that still require attention from

stakeholders, parents and the government.

5. Implementation of the inclusiveschool program

based on special service management conducted

by the SMAN 10 Kota Ternate was involving the

community in collaborative activities and

supervision of students with disabilitiesin the

school environment, Principals as leaders always

supervise as efforts to develop teacher

performance in fostering students.

6. Factors that influence the implementation of the

inclusiveschool program at SMAN 10 Kota

Ternate are; supporting factors, namely the high

support and enthusiasm of the school elements in

guarding the Escorting Inclusive School, the

consistency of accepting studentswith disabilities,

the construction of the inclusiveschool teacher

development team and teacher enthusiasm to

explore the world of inclusive. The obstacle factor

was that educators who do not understand the

concept of inclusive, funds, facilities and

infrastructure are still lack, community

participation is not fully involved.

Based on the results of the research and discussion

mentioned above, then some suggestions were

proposed relating to the learning management of the

Inclusion School at SMAN 10 Kota Ternate as

follows:

1. The management of school inclusion needs

intense academic transformation

institutionally with the government, in this

case the Education Office of Province, so that

the implementation of the Inclusion School in

SMA N 10 Kota Ternate becomes a shared

responsibility and the success of the school

can be maximized.

2. Implementation of inclusive school learning

management is demanded by school

management professionalism. Management of

teaching related to the teaching and learning

process where the teacher must understand the

concept of inclusion and students with special

needs and their handling.

3. Implementation of the inclusive school is a

demand for democratization in the field of

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education where the involvement of the

community must play an active role as

partners of the management in the context of

school development. In particular, those

involved as community representatives in the

school committee are expected to be more

optimal in understanding their respective

duties and functions, both technically and

conceptually.

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Analysis of Learning Management on School Inclusive Education in Ternate City: Case Study of SMA 10 Ternate