Competency Improvement Training Program for Inclusive Education in DKI Jakarta Province
Abstract
Since the issuance of Governor Regulation Number 40 of 2021 concerning the Implementation of Inclusive Education, all schools in DKI Jakarta Province have been mandated to become Inclusive Education Providers. However, the availability of Special Advisor Teachers is still very limited. Therefore, in order to reduce the gap for the lack of Special Advisor Teachers, the DKI Jakarta Provincial Education Office organized a teacher competency improvement training program to improve the competence of educators in supporting teaching and learning activities at Inclusive Education Providers. This study aims to analyze the Teacher Competency Improvement Training Program for Inclusive Education in the Province of DKI Jakarta. The method used in this research is descriptive qualitative with literature study, observation and in-depth interviews with informants. The results of this study is the training methods have been well coordinated so that between UPTs there are no differences in methods. The enthusiasm of the participants varied in each region, due to the online training, some of the participants were still assigned to teach so they did not focus on the training. The evaluation of the training by participants for the organizers and instructor has been carried out through a questionnaire instrument, but the evaluation results are not coordinated with the instructor.
Keywords
Full Text:
PDFReferences
Alhassan, A. M. (2014). Implementation of inclusive education in Ghanaian primary schools: A look at teachers attitudes. American Journal of Educational Research, 2(3), 142148. doi: 10.12691/education-2-3-5
Bungin, Burhan. (2007). Qualitative Research Second Edition. Jakarta: Prenada Media Group.
Cooc, North. (2019). Teaching students with special needs: International trends in school capacity and the need for teacher professional development. Teaching and Teacher Education, 83, 27-41.
Creswell, John W (2016). Research design: qualitative, quantitative, and mixed methods approaches. Yogyakarta: Student Library, 5.
Data Pokok Pendidikan Ministry of Education, Culture, Research and Technology. (2022). https://dapo.kemdikbud.go.id/ (accessed August 22, 2022)
Forlin, C., & Sin, K. (2010). Developing support for inclusion: A professional learning approach for teachers in Hong Kong. International Journal of Whole Schooling, 6(1), 7-26.
Ghorbani, S., Jafari, S. E. M., & Sharifian, F. (2018). Learning to Be: Teachers competences and practical solutions: A step towards sustainable development. Journal of Teacher Education for Sustainability, 20(1), 20-45. doi: 10.2478/jtes-2018-0002
Harijanto, Sutji. (2011). The Indonesian government policy on special education in global perspective. In Paper presented at the International seminar on Special Education on March 19, 2011 (Vol. 19).
Idris, Meity H. (2014). Peran Guru dalam Mengelola Keberbakatan Anak. Jakarta: PT. Luxima Metro Media.
Jamaluddin, Ahmad. (2015). Metode Penelitian Administrasi Publik Teori dan Aplikasi. Yogyakarta: Gava Media.
Jetly, M., & Singh, N. (2019). Analytical study based on perspectives of teacher educators in India with respect to education for sustainable development. Journal of Teacher Education for Sustainability, 21(2), 38ñ55. doi: 10.2478/jtes-2019-0016
Marujo, H. A. (2020). Participatory learning as socializing process for global peace. In UNESCO. Humanistic futures of learning: perspectives from UNESCO Chairs and UNITWIN Networks. Paris, France: UNESCO.
Musfah, Jejen. (2011). Peningkatan Kompetensi Guru Melalui Pelatihan dan Sumber Belajar Teori dan Praktik. Jakarta: Kencana.
Nketsia, W., Opoku, M. P., Saloviita, T., & Tracey, D. (2020). Teacher educators’ and teacher trainees’ perspective on teacher training for sustainable development. Journal of Teacher Education for Sustainability, 22(1), 49-65. doi:https://doi.org/10.2478/jtes-2020-0005
Noe, Raymond A (2016). Employee training and development, 7e. McGraw-Hill Education.
Poernomo, B. (2016). The implementation of inclusive education in Indonesia: current problems and challenges. American International Journal of Social Science, 5(3), 144-150.
Prasetyo, Bambang and Lina Miftahul Jannah. (2005). Metode Penelitian Kuantitatif. Jakarta: PT. RajaGrafindo Persada.
Rudiyati, Sari. (2005). Peran dan Tugas Guru Pembimbing Khusus “Special/Resource Teacher” dalam Pendidikan Terpadu/Inklusi. Journal of Special Education, Vol. 1 No. 1.JPK+No+1+Vol+1+June+2005.pdf (uny.ac.id) (accessed August 13, 2022)
Robinson, D. (2017). Effective inclusive teacher education for special educational needs and disabilities: Some more thoughts on the way forward. Teaching and Teacher Education, 61, 164-178.
The Republic of Indonesia, Law Number 20 of 2003 concerning the National Education System
The Republic of Indonesia, Regulation of the Minister of National Education Number 70 of 2009 concerning Inclusive Education for Students Who Have Abnormalities and Have Potential Intelligence and/or Special Talents
The Republic of Indonesia, DKI Jakarta Governor Regulation Number 40 of 2021 concerning the Implementation of Inclusive Education
The Republic of Indonesia, DKI Jakarta Governor Regulation Number 116 of 2007 concerning Implementation of Inclusive Education
Tometten, L., Heyder, A., & Steinmayr, R. (2021). Links Between teachers' knowledge About special educational needs and students' social participation and academic achievement in mainstream classes. Contemporary Educational Psychology, 67, 102022.
Zakia, Dieni Laylatul. (2015). Guru Pembimbing Khusus (GPK): Pilar Pendidikan Inklusi. Seminar Nasional Pendidikan UNS & ISPI Jawa Tengah 2015.
DOI: https://doi.org/10.17509/jbme.v7i2.51568
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Journal of Business Management Education (JBME)is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License
View My Stats