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Penelitian ini bertujuan menganalisis penyelenggaraan pendidikan inklusi bagi peserta didik berkebutuhan khusus pada Sekolah Dasar Negeri di Jakarta Barat dengan menggunakan UNS Inclusion Metric sebagai acuan. Penelitian dilakukan pada tiga sekolah melalui mixed method dengan instrumen penilaian sikap, observasi, wawancara, dan dokumentasi, serta mengevaluasi aspek kelembagaan, layanan pendukung, dan ketersediaan fasilitas aksesibel.",{"@graph":63,"@context":119},[64,81,102],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,72,75,78],{"item":68,"name":69,"@type":70,"position":71},"https://docshare.wps.com","Home","ListItem",1,{"item":73,"name":9,"@type":70,"position":74},"https://docshare.wps.com/id/document/",2,{"item":76,"name":31,"@type":70,"position":77},"https://docshare.wps.com/id/document/penelitian-laporan/",3,{"item":79,"name":59,"@type":70,"position":80},"https://docshare.wps.com/id/document/analysis-of-inclusive-education-provision-for-students-with-special-needs-at-public-primary-schools-in-west-jakarta/199703/",4,{"url":79,"name":59,"@type":82,"image":83,"author":88,"headline":59,"publisher":91,"fileFormat":94,"inLanguage":57,"description":61,"dateModified":95,"datePublished":96,"encodingFormat":94,"isAccessibleForFree":97,"interactionStatistic":98},"DigitalDocument",{"url":84,"@type":85,"width":86,"height":87},"https://docshare.wps.com/thumbnails/analysis-of-inclusive-education-provision-for-students-with-special-needs-at-public-primary-schools-in-west-jakarta/199703.png","ImageObject",300,407,{"name":89,"@type":90},"Rowan","Person",{"url":68,"name":92,"@type":93},"DocShare","Organization","application/pdf","2026-10-03","2026-09-04",true,{"@type":99,"interactionType":100,"userInteractionCount":80},"InteractionCounter",{"@type":101},"ViewAction",{"@type":103,"mainEntity":104},"FAQPage",[105,111,115],{"name":106,"@type":107,"acceptedAnswer":108},"Apa tujuan penelitian ini?","Question",{"text":109,"@type":110},"Penelitian ini bertujuan menganalisis penyelenggaraan pendidikan inklusi bagi peserta didik berkebutuhan khusus pada Sekolah Dasar Negeri di Jakarta Barat.","Answer",{"name":112,"@type":107,"acceptedAnswer":113},"Apa acuan yang digunakan dalam analisis penyelenggaraan pendidikan inklusif?",{"text":114,"@type":110},"Penelitian menggunakan UNS Inclusion Metric sebagai acuan dalam menganalisis penyelenggaraan pendidikan inklusif.",{"name":116,"@type":107,"acceptedAnswer":117},"Apa saja kendala yang ditemukan dalam implementasi pendidikan inklusif?",{"text":118,"@type":110},"Hasil LED mengungkap keterbatasan aspek kelembagaan, minimnya GPK, belum tersedianya SOP pembelajaran inklusif, kurangnya layanan psikologis, serta belum terpenuhinya fasilitas yang aksesibel.","https://schema.org",{"og:url":79,"og:type":121,"og:title":59,"og:site_name":92,"og:description":61},"article",{"robots":123,"canonical":79},"index,follow",{"doc_id":125,"site_id":56},199703,1788506774,{"code":4,"msg":5,"data":128},{"doc_id":125,"user_id":129,"nickname":89,"user_avatar":130,"doc_module":4,"category_id":30,"category_name":31,"doc_title":59,"doc_description":61,"doc_content":131,"file_id":132,"file_url":133,"file_type":134,"file_size":135,"view_count":80,"is_deleted":4,"is_public":71,"is_downloadable":71,"audit_status":71,"page_count":136,"language":137,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":138,"faqs":139,"seo_title":140,"seo_description":61,"update_tm":126,"read_time":141},1099514067415,"https://ap-avatar.wpscdn.com/avatar/100002539d78ffe74a7?x-image-process=image/resize,m_fixed,w_180,h_180&k=1779092875211072502","ANALISIS PENYELENGGARAAN PENDIDIKAN INKLUSI UNTUK PESERTADIDIK BERKEBUTUHAN KHUSUS JENJANG SEKOLAH DASAR NEGERI  \nDI JAKARTA BARAT  \nJaujatul Aulia 1 , Neti Asmiati2 , Dedi Mulia3  \n1,2,3 Pendidikan Khusus FKIP Universitas Sultan Ageng Tirtayasa [2287210050@untirta.ac.id](2287210050@untirta.ac.id1)[1](2287210050@untirta.ac.id1) , [neti.asmiati@untirta.ac.id](neti.asmiati@untirta.ac.id2)[2](neti.asmiati@untirta.ac.id2) , [dedimulia@untirta.ac.id](dedimulia@untirta.ac.id3)[3](dedimulia@untirta.ac.id3)  \nABSTRACT  \nInclusive education policies in Jakarta have been regulated, but their implementation in the field still faces challenges. Problems in implementing inclusive education in schools include limited understanding among educators, a lack of accessible facilities, and a lack of special assistant teachers. This study aims to analyze the implementation of inclusive education for students with special needs at public elementary schools in West Jakarta. The UNS Inclusion Metric was used as a reference in analyzing the implementation of inclusive education for students with special needs in schools. This study was conducted in three schools, namely SDNKapuk 15 Pagi, SDNKapuk 01 Pagi, and SDNKapuk 12 Petang, using a mixed method approach through the distribution of attitude assessment instruments as well as observation, interviews, and documentation. The results showed that the attitudes of school members towards inclusive education were in the fairly good category, with an average score of 29.75 out of 36, which indicates a positive attitude towards students with special needs. However, the implementation of inclusive education has not been optimal. The LED results revealed limitations in institutional aspects, a lack of GPK, the unavailability ofSOPs for inclusive learning, a lack of psychological services, and the unavailability of accessible facilities. Overall, the school has an attitude that supports inclusion, but it is necessary to strengthen teacher competencies, provide support services, and improve policies and infrastructure so that inclusive education can be implemented effectively and sustainably.  \nKeywords: Attitude assessment analysis, Inclusive education implementation, selfevaluation report, UNS Inclusion Metric.  \nABSTRAK  \nKebijakan pendidikan inklusif di Jakarta telah diatur namun pelaksanaan di lapangan masih menghadapi tantangan. Permasalahan dalam penyelenggaraan pendidikan inklusi di sekolah meliputi keterbatasan pemahaman pendidik, minimnya fasilitas aksesibel, dan ketiadaan guru pendamping khusus. Penelitian ini bertujuan untuk menganalisis penyelenggaraan pendidikan inklusi bagi peserta didikberkebutuhan khusus pada Sekolah Dasar Negeri di Jakarta Barat. UNS Inclusion Metric digunakan sebagai acuan dalam menganalisis penyelenggaraan pendidikan inklusif untuk peserta didik berkebutuhan khusus di sekolah. Penelitian ini dilakukan pada tiga sekolah, yaitu SDN Kapuk 15 Pagi, SDN Kapuk 01 Pagi, dan SDN Kapuk 12 Petang dengan pendekatan mixed method melalui penyebaran instrumen skalapenilaian sikap serta observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa sikap warga sekolah terhadap pendidikan inklusif berada pada  \nkategori cukup baik dengan skor rata-rata 29,75 dari 36 yang menggambarkankecenderungan sikap positif terhadap peserta didik berkebutuhan khusus, namundalam implementasi pendidikan inklusif belum berjalan optimal. Hasil LED mengungkap adanya keterbatasan pada aspek kelembagaan, minimnya GPK, belum tersedianya SOP pembelajaran inklusid, kurangnya layanan psikologis, sertabelum terpenuhinya fasilitas yang aksesibel. Secara keseluruhan sekolah memiliki sikap yang mendukung inklusi, tetapi diperlukan penguatan kompetensi guru, penyediaan layanan pendukung, serta perbaikan kebijakan dan sarana prasarana agar pendidikan inklusif dapat terlaksana secara efektif dan berkelanjutan.  \nKata Kunci: Analisis penilaian sikap, Laporan evaluasi diri, Penyelenggaraan pendidikan inklusif, UN","cbCaindgiAOKyU4Q","https://ap.wps.com/l/cbCaindgiAOKyU4Q","pdf",87055,8,"Indonesian","# A. Pendahuluan\n## Latar belakang pendidikan inklusif\n## Kebijakan pendidikan inklusif di Indonesia dan Jakarta","[{\"question\":\"Apa tujuan penelitian ini?\",\"answer\":\"Penelitian ini bertujuan menganalisis penyelenggaraan pendidikan inklusi bagi peserta didik berkebutuhan khusus pada Sekolah Dasar Negeri di Jakarta Barat.\"},{\"question\":\"Apa acuan yang digunakan dalam analisis penyelenggaraan pendidikan inklusif?\",\"answer\":\"Penelitian menggunakan UNS Inclusion Metric sebagai acuan dalam menganalisis penyelenggaraan pendidikan inklusif.\"},{\"question\":\"Apa saja kendala yang ditemukan dalam implementasi pendidikan inklusif?\",\"answer\":\"Hasil LED mengungkap keterbatasan aspek kelembagaan, minimnya GPK, belum tersedianya SOP pembelajaran inklusif, kurangnya layanan psikologis, serta belum terpenuhinya fasilitas yang aksesibel.\"}]","Analisis Penyelenggaraan Pendidikan Inklusi untuk Peserta Didik Berkebutuhan Khusus Jenjang Sekolah Dasar Negeri di Jakarta Barat | PDF",12]