THE EVALUATION OF INCLUSIVE EDUCATION PROGRAM THROUGH CIPPO APPROACH

Abstract

This evaluation study aimed to determine the effectiveness of the implementation of inclusive education in elementary school in South Kalimantan Province by involving 128 elementary schools through the CIPPO approach (context, input, process, product and outcome). This study used questionnaire instruments, interviews, observations and documents. Data analysis used qualitative descriptive techniques developed by Glickman with quadrant type. Based on an evaluation of the context component, the goals of inclusive education in the Ministry of Education Regulation regarding the needs of inclusive schools need to be reviewed. In the input component, the availability of infrastructure is inadequate, and special training for teachers is not distributed evenly. On the evaluation process showed that the results of teachers’ competency were acceptable in dealing with children with special needs. ABK academic and non-academic developments were quite good on the product component. The obtained outcome component data showed that children with special needs could pursue higher education. The result of this study concluded that the implementation of the inclusive education program in South Kalimantan had been carried out less effectively.