Pendidikan karakter di sekolah inklusi: Studi multi situs di SDN Sumbersari 1 Kota Malang dan Sd Muhammadiyah 04 Kota Batu

INDONESIA:

Layanan pendidikan yang belum inklusi terjadi di daerah-daerah, dan ini mempunyai banyak kelemahan. Intraksi siswa reguler dan berkebutuhan khusus menjadi tidak baik, adanya diskriminasi layanan pendidikan antara siswa yang berkebutuhan khusus dan siswa reguler, sering terjadi pelecehan ketika berbaur di masyarakat. Untuk itu perlu menerapkan pendidikan inklusi disetiap jenjang pendidikan sesuai dengan amanat Undang-Undang Dasar 1945 dan Permendiknas RI No. 70 Tahun 2009 Pasal 1. Pendidikan inklusi di setiap jenjang pendidikan harus didukung strategi pendidikan karakter yang baik. Strategi pendidikan karakter itu untuk membangun karakter peduli sosial antara siswa yang berkebutuhan khusus dan siswa reguler.

Penelitian ini adalah penelitian kualitatif. Melalui penelitian ini, peneliti bertujuan dapat menganalisis dan memadukan strategi pendidikan karakter yang ada di SDN Sumbersari 1 Kota Malang dan SD Muhammadiyah 04 Kota Batu, menjadi strategi perpaduan pendidikan karakter yang meliputi moral knowing, moral loving dan moral doing.

Hasil penelitian ini menunjukkan bahwa strategi moral knowing meliputi: tes psikologi ketika siswa hendak masuk sekolah, merencanakan pendidikan karakter melalui RPP, menyampaikan nilai-nilai karakter melalui metode ceramah, informasi karakter, kegiatan ekstrakurikuler, dan evalusinya dilakukan dengan lembar penilaian karakter siswa, atau melalui kegiatan berkelempok. Sedangkan strategi moral loving dilakukan melaui keteladan guru atau tokoh, kegiatan ekstrakurikuler, berkunjung ketempat inspiratif seperti makam pahlawan, nonton film karakter, kegiatan terapi sebaya, kegiatan religius, dan hukuman yang menyadarkan siswa. Sedangkan strategi moral doing dilakukan seperti saling membantu, memungut sampah secara bersama dan berkala, masuk ke kelas dengan kaki kanan dan berdo’a, berdo’a ketika hendak memulai pelajaran, bertutur dan bersikap yang sopan, shalat Dhuha dan Zuhur berjamaah, dan menyusun barang-barang sesuai pada tempatnya. Adapun faktor pendukung pendidikan karakter di sekolah inklusi berasal dari SDM atau tenaga pengajar yang sudah berpengalaman, guru pendamping (shadow), organisasi sekolah seperti Muhammadiyah, supervisi dan motivasi yang diberikan kepala sekolah, dan Pemerintah Kota. Adapun faktor penghambat pendidikan karakter di sekolah inklusi adalah sarana dan prasarana yang belum lengkap, siswa yang berkebutuhan khusus itu sendiri seperti siswa yang mengalami gangguan emosi, orang tua yang belum paham dengan program sekolah sehingga mengkritisi kegiatan sekolah.

ENGLISH:

Non-inclusive education services occur in these areas, and these have many disadvantages. Regular and special needs students' intrusions are not good, there is discrimination in educational services between students with special needs and regular students, often harassment when mingled in the community. Therefore, it is necessary to apply inclusive education in every level of education in accordance with the mandate of the 1945 Constitution and Permendiknas RI no. 70 Year 2009 Article 1. Inclusion education in every level of education should be supported by a good character education strategy. Character education strategy is to build a social caring character between students with special needs and regular students.

This research is qualitative research. Through this research, the researcher aimed to analyze and integrate the character education strategy in SDN Sumbersari 1 Kota Malang and SD Muhammadiyah 04 Kota Batu, become a strategy of character education mix that includes moral knowing, moral loving and moral doing.

The results of this study indicate that the moral knowing strategy includes: psychological tests when students want to attend school, planning character education through RPP, conveying character values through lecture method, character information, extracurricular activities, and evaluation done with student character assessment sheets, or through winding activity. While loving moral strategy is done through the teacher or character, extracurricular activities, visiting the place of inspiration such as the tomb of the hero, watching character films, peer therapy activities, religious activities, and punishments that awaken the students. While doing moral strategies such as mutual help, collect garbage together and periodically, go to class with right foot and pray, praying when going to start the lesson, speak and be polite, Dhuha and Zuhur pray together, and arrange goods -bits fit in place. The factors of character education support in inclusive schools are from experienced human resources or teaching staff, shadow teachers, school organizations such as Muhammadiyah, supervision and motivation provided by the principal, and the City Government. The inhibiting factors of character education in inclusive schools are incomplete facilities and infrastructures, special needs students themselves, such as students with emotional distress, parents who are not familiar with the school program so as to criticize school activities.