Mekanisme Kurikulum Inklusi di Madrasah Ibtidaiyah: Pembagian Peran, Pembinaan GPK, dan Adaptasi Asesmen

M Ali Machrus, Achmad Supriyanto

Abstract


Penelitian ini bertujuan mendeskripsikan mekanisme supervisi kurikulum inklusi di Madrasah Ibtidaiyah Terpadu Ar Roihan, Kabupaten Malang. Penelitian menggunakan pendekatan kualitatif dengan rancangan studi kasus tunggal. Data diperoleh melalui wawancara, catatan observasi kelas, serta telaah dokumen pembelajaran dan penilaian pada 2023–2024. Analisis dilakukan melalui reduksi dan pengelompokan data, perbandingan keterangan antarinforman, serta telaah dokumen. Analisis awal kemudian diperdalam melalui pengodean sistematis pada 2026 tanpa pengumpulan data lapangan baru. Hasil penelitian memperlihatkan empat aspek utama, yaitu pembagian tanggung jawab supervisi antara pimpinan dan unsur pelaksana, pemeriksaan perangkat pembelajaran serta evaluasi guru yang dijelaskan informan, pembinaan dan koordinasi Guru Pembimbing Khusus (GPK), serta adaptasi kurikulum dan asesmen sesuai kebutuhan peserta didik. Keempat aspek tersebut menunjukkan bahwa supervisi kurikulum inklusi berhubungan dengan pengorganisasian peran, pendampingan profesional, dan penyediaan perangkat pembelajaran adaptif. Temuan memberikan gambaran tentang praktik pengelolaan supervisi di tingkat madrasah dan menunjukkan pentingnya penguatan dokumentasi umpan balik sebagai bagian dari tindak lanjut pembelajaran.

Keywords


supervisi kurikulum; pendidikan inklusif; madrasah ibtidaiyah; guru pembimbing khusus

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DOI: https://doi.org/10.18860/jmpi.v11i1.27012

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