Evaluasi Kebijakan Pendidikan Inklusif di Indonesia: Pendekatan CIPP dan Perspektif Keadilan Sosial
DOI:
https://doi.org/10.37985/jer.v6i3.2576Keywords:
Pendidikan inklusif, kebijakan publik, ABK, implementasi, evaluasi kebijakanAbstract
Pendidikan inklusif telah diadopsi sebagai strategi nasional di Indonesia untuk menjamin akses pendidikan yang merata bagi semua anak, termasuk anak berkebutuhan khusus (ABK). Namun, data empiris menunjukkan bahwa implementasinya di tingkat satuan pendidikan masih menghadapi tantangan struktural dan kultural yang kompleks. Studi ini bertujuan untuk mengevaluasi efektivitas pelaksanaan kebijakan pendidikan inklusif di Indonesia melalui pendekatan kajian pustaka, dengan menganalisis dokumen kebijakan, studi-studi empiris sebelumnya, dan menggunakan model evaluasi CIPP (Context, Input, Process, Product) serta lensa keadilan sosial. Hasil analisis menunjukkan bahwa kebijakan pendidikan inklusif telah selaras secara normatif dengan tujuan global seperti Sustainable Development Goals (SDGs), namun implementasinya masih menghadapi hambatan serius pada aspek input dan proses. Di antaranya adalah keterbatasan pelatihan guru, infrastruktur yang belum memadai, lemahnya koordinasi lintas lembaga, serta minimnya mekanisme pemantauan dan evaluasi berbasis data. Selain itu, orientasi kebijakan yang cenderung administratif belum sepenuhnya merefleksikan prinsip keadilan sosial dalam praktik. Temuan ini berkontribusi pada diskursus global mengenai efektivitas kebijakan pendidikan inklusif di negara-negara berkembang, dengan merekomendasikan perlunya pendekatan kebijakan berbasis evaluasi kontekstual, peningkatan kapasitas aktor pendidikan, penguatan sinergi antar pemangku kepentingan, serta perumusan kebijakan yang lebih responsif terhadap kebutuhan lokal.
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