IMPLEMENTASI KEBIJAKAN KEAMANAN LINGKUNGAN BELAJAR PADA PAUD INKLUSIF

Penulis

  • Ikta Yarliani Universitas Islam Negeri Antasari Banjarmasin, Indonesia
  • Dyah Ageng Pramesty Koenarso Universitas Islam Negeri Antasari Banjarmasin, Indonesia

DOI:

https://doi.org/10.25078/pw.v10i1.4287

Kata Kunci:

PAUD Inklusif, Kebijakan, Lingkungan Belajar yang Aman

Abstrak

PAUD inklusif memainkan peran penting dalam memastikan bahwa setiap anak, termasuk anak berkebutuhan khusus, dapat mengakses pendidikan yang aman dan inklusif. Studi ini mengkaji implementasi kebijakan keamanan lingkungan belajar di PAUD Inklusi di Banjarmasin dan Banjarbaru, untuk mengevaluasi efektivitas kebijakan tersebut dan tantangan yang dihadapi dalam implementasinya. Pendekatan fenomenologi digunakan untuk memahami pandangan dan pengalaman kepala sekolah dan guru yang mendampingi anak berkebutuhan khusus dalam menciptakan lingkungan yang aman secara fisik dan emosional. Data dikumpulkan melalui wawancara mendalam dan analisis dokumen kebijakan, dengan validitas yang diperkuat melalui triangulasi data. Hasil penelitian menunjukkan bahwa kebijakan keamanan lingkungan belajar diimplementasikan dengan baik oleh para pemangku kepentingan, namun masih terdapat kendala dalam hal fasilitas, sumber daya, dan pemahaman masyarakat tentang inklusi. Studi ini memberikan wawasan tentang pentingnya dukungan pemerintah dan masyarakat untuk memenuhi Tujuan Pembangunan Berkelanjutan (TPB) 4.a, yang menekankan pentingnya lingkungan belajar yang aman, inklusif, dan efektif untuk semua anak.

Referensi

Ardoin, N. M., & Bowers, A. W. (2020). Early Childhood Environmental Education: A Systematic Review of the Research Literature. Educational Research Review, 31, 100353. https://doi.org/10.1016/j.edurev.2020.100353

Azzahra, I. M., Diana, R. R., Nirwana, E. S., Wiranata, Rz. R. S., & Andriani, K. M. (2022). Learning facilities and infrastructure based on the characteristics of Children with Special Needs in inclusive education. Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini, 5(2), 169–190. https://doi.org/10.24042/ajipaud.v5i2.14432

Barrett, P., Treves, A., Shmis, T., Ambasz, D., & Ustinova, M. (2019). The Impact of School Infrastructure on Learning: A Synthesis of the Evidence. International Bank for Reconstruction and Development. https://files.eric.ed.gov/fulltext/ED604388.pdf

Bendini, M., & Devercelli, A. (Eds.). (2022). Quality Early Learning: Nurturing Children’s Potential. The World Bank. https://doi.org/10.1596/978-1-4648-1795-3

Bertram, T., & Pascal, C. (2016). Early Childhood Policies and Systems in Eight Countries. International Association for the Evaluation of Educational Achievement (IEA).

Cardona, M. A., & Rodríguez, R. J. (2023). Guiding Principles for Creating Safe, Inclusive, Supportive, and Fair School Climates. U.S. Department of Education. https://www.ed.gov/sites/ed/files/policy/gen/guid/school-discipline/guiding-principles.pdf

Djone, R., & Suryani, A. (2019). Child workers and inclusive education in Indonesia. International Education Journal, 18(1), 48–65.

Fajri, B. R., & Jauhari, M. N. (2024). Challenges and Opportunities for Special-Needs Children in Elementary Schools. DIKODA: JURNAL PENDIDIKAN SEKOLAH DASAR, 5(01), 1–8. https://doi.org/10.37366/jpgsd.v5i01.4638

Grimes, P. (2014). Teachers, Inclusive, Child-Centred Teaching and Pedagogy. UNICEF. https://www.unicef.org/eca/sites/unicef.org.eca/files/IE_Webinar_Booklet_12.pdf

Hata, A., Town, S., Yuwono, J., & Nomura, S. (2023). Inclusive Early Childhood Education for Children with Disabilities in Indonesia. The World Bank.

Hayes, A. M., & Bulat, J. (2017). Disabilities Inclusive Education Systems and Policies Guide for Low- and Middle-Income Countries. RTI Press. https://doi.org/10.3768/rtipress.2017.op.0043.1707

Kemendikbudristek. (2023, March 14). Kemendikbudristek Ajak Wujudkan Pendidikan Inklusi yang Adil dan Merata. https://www.kemdikbud.go.id/main/blog/2023/03/kemendikbudristek-ajak-wujudkan-pendidikan-inklusi-yang-adil-dan-merata

Liu, W., Zhang, Q., & Huang, W. (2024). The Impacts of School Microenvironment on Left-behind Children’s Academic Performance. China Journal of Economics, 11(2), 447–488. https://doi.org/10.26599/CJE.2024.9300215

Mwaipopo, C., Maundeni, T., Seetso, G., & Jacques, G. (2021). Challenges in the Provision of Early Childhood Care and Education Services in Rural Areas of Botswana. African Educational Research Journal, 9(3), 753–761. https://doi.org/10.30918/AERJ.93.21.097

Sari, Z. P., Sarofah, R., & Fadli, Y. (2022). The Implementation of Inclusive Education in Indonesia: Challenges and Achievements. Jurnal Public Policy, 8(4), 264. https://doi.org/10.35308/jpp.v8i4.5420

Tsirantonaki, S., & Vlachou, A. (2024). Inclusive Educational Leadership and Research Instrument Validation: School principals’ values, knowledge, beliefs, attitudes and practices regarding inclusive education of disabled students. European Journal of Inclusive Education, 3(1), 119–141. https://doi.org/10.7146/ejie.v3i1.142505

Ummah, U. S., Tahar, M. M., Yasin, M. H. bin M., & Narmaditya, B. S. (2022). Parents, Teachers or School Principals: Which One Matters in Driving the Success of Inclusive School in Indonesia? Pegem Journal of Education and Instruction, 12(4), 321–327. https://doi.org/10.47750/pegegog.12.04.33

UNICEF. (2019). Inclusive Education. https://www.unicef.org/education/inclusive-education

UNICEF. (2021). Embracing Diversity and Inclusion for All: Landscape Analysis on Children with Disabilities in Indonesia. United Nation’s Children’s Fund. https://www.unicef.org/indonesia/media/19746/file/Landscape%20analysis%20on%20children%20with%20disabilities%20in%20Indonesia.pdf

Yasa, I. M. A., Nitiasih, P. K., & Riastini, P. N. (2023). Inclusion Issues in ECCE: Teacher Leadership From a Critical Education Point of View. Jurnal Syntax Transformation, 4(7), 79–90. https://doi.org/10.46799/jst.v4i7.762

Diterbitkan

2025-04-30

Cara Mengutip

Yarliani, I., & Koenarso, D. A. P. (2025). IMPLEMENTASI KEBIJAKAN KEAMANAN LINGKUNGAN BELAJAR PADA PAUD INKLUSIF. PRATAMA WIDYA : Jurnal Pendidikan Anak Usia Dini, 10(1), 36–45. https://doi.org/10.25078/pw.v10i1.4287
Abstrak viewed = 175 times