STRATEGI INTERVENSI EKOLOGIS UNTUK MEMBANGUN LINGKUNGAN PERKEMBANGAN INKLUSIF DI KELOMPOK BERMAIN DAN TAMAN KANAK - KANAK - Melina Lestari, - (2021)
Pendidikan inklusif merupakan visi pendidikan dunia 2030, namun masih banyak aspek - aspek dari lingkungan inklusif yang terhambat. Tujuan penelitian ini adalah mengembangkan strategi intervensi ekologis untuk membangun lingkungan perkembangan inklusif dengan merestrukturisasi dimensi-dimensi lingkungan inklusif. Strategi yang dikembangkan berdasarkan pada pendekatan ekologi perkembangan. Penelitian ini menggunakan desain Research and Development dengan pendekatan kualitatif yang terdiri dari tiga tahap yaitu tahap pendahuluan, tahap pengembangan produk, dan tahap eksplorasi dampak. Subjek penelitian adalah kepala TK, seluruh guru, staf tata usaha dan seluruh orang tua peserta didik di Kelompok Bermain dan Taman Kanak-kanak Bunga Bangsa, Jakarta Timur. Temuan pada tahap pendahuluan adalah lingkungan perkembangan belum sepenuhnya inklusif, hal ini nampak dari (1) orang tua peserta didik membutuhkan bantuan dalam meningkatkan kapasitas pengasuhan anak; (2) guru dan staf belum memahami perannya dengan belum ditegakkannya nilai-nilai inklusif; (3) kepala taman kanak-kanak belum menetapkan kebijakan dalam membangun struktur peluang untuk mendukung keberagaman; (4) Guru dan staf belum memahami dan mengaplikasikan Developmentally Appropriate Practice untuk mengelola pembelajaran dalam praktek inklusif. Pada tahap pengembangan produk hasil yang dicapai adalah terbentuknya strategi intervensi ekologis untuk membangun lingkungan perkembangan inklusif yang telah tervalidasi dan telah teruji dilapangan. Strategi intervensi ekologis memiliki dampak positif bagi tercapainya indikator lingkungan perkembangan inklusif, hanya ada satu indikator yang belum terpenuhi yaitu masih ada fasilitas yang belum dapat diakses oleh semua. Kata Kunci: Ekologi Perkembangan, Pendidikan Inklusif, Lingkungan Perkembangan Inklusif. ABSTRACT Melina Lestari. (2020). Ecological Intervention Strategy To Establish Inclusive Development Environments in Playgroups and Kindergartens. Dissertation. Supervised by: Prof. Dr. Sunaryo Kartadinata, M.Pd. (Promoter) and Dr. Sunardi, M.Pd. (Co-Promoter). Department of Educational Psychology and Guidance of Universitas Pendidikan Indonesia. Bandung. Inclusive education is a vision of world education 2030, but there are still many hindering inclusive environment aspects relied on it. The research aims at developing ecological intervention strategy to build an inclusive development environment by restructuring the dimensions of an inclusive environment. The developed strategy is based on a developmental ecology approach. This research employed a Research and Development design with a qualitative approach consisting of three stages, namely the preliminary stage, the product development stage, and the impact exploration stage. The research subjects were the head of kindergarten, all teachers, administrative staff and all parents of students in the Bunga Bangsa Playgroup and Kindergarten, East Jakarta. The finding at the preliminary stage is that the development environment is not yet fully inclusive, this can be seen from (1) students' parents need an assistance in increasing a childcare capacity; (2) teachers and staffs have not yet understood their role by not enforcing inclusive values; (3) the head of kindergarten has not set a policy in building an opportunity structure to support diversity; (4) teachers and staffs have not understood and have not yet applied Developmentally Appropriate Practice to manage learning in inclusive practices. At the product development stage, the results achieved are the formation of an ecological intervention strategy to build an inclusive development environment that has been validated and has been tested in the field. The ecological intervention strategy has a positive impact on the achievement of environmental indicators for inclusive development, there is only one indicator that has not been fulfilled, that is, there are still facilities that cannot be accessed by everyone. This strategy has also succeeded in changing a better collaboration between teachers and parents. Keywords: Developmental Ecology, Inclusive Education, Inclusive Development Environment