Abstract:
The policy of free learning that was launched by the National Education Department in Indonesia shifts the paradigm of a uniform national education into a paradigm that adjusts to students who have diverse needs. This article describes the current conditions for implementing inclusive education in Indonesia and to investigate whether the paradigm shift occurred in the practices of the National Education Department in Indonesia. This evaluation study aims to provide input to the government in developing further policies
on inclusive education in Indonesia. For schools, this research aims to be material for self-introspection of inclusive practices that have been carried out, understand barriers, and improve future programs that are more child-friendly. The evaluation approach chosen was CIPP developed by Stufflebeam. Data was obtained through a questionnaire of 300 teachers, and 300 students, 75 school principals, and interviews with several policymakers from the Office of Education. Data analysis was performed using a combination of qualitative and quantitative data or called the Sequential Mixed Methods Design from McCrudden & McTigue. The findings of the study show that inclusive
education programs have the full support of stakeholders, but this is not accompanied by school commitments in implementing programs based on the results of the analysis. The selection of new students with special needs is not good due to a lack of public information and carrying capacity. Teacher competence is still weak in terms of curriculum differentiation and accommodation, individual learning innovation, and effective learning. The presence of students with special needs changes the attitudes of teachers and regular students to be more positive towards diversity. The role of collaboration from various parties is important so that the program in the future will be better.
