Analisis Implementasi Kurikulum Nasional Pada Siswa Bekebutuhan Khusus Di Sekolah Taman Kanak-Kanak Ecole De Smarties Jakarta Pusat

Sitanggang, Dede Irma (2026) Analisis Implementasi Kurikulum Nasional Pada Siswa Bekebutuhan Khusus Di Sekolah Taman Kanak-Kanak Ecole De Smarties Jakarta Pusat. S2 thesis, Universitas Kristen Indonesia.

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Abstract

Penelitian ini dilatarbelakangi oleh adanya kesenjangan antara kebijakan kurikulum nasional yang idealnya bersifat inklusif dengan realitas implementasinya di sekolah reguler yang menerima Siswa Berkebutuhan Khusus (SBK), namun belum berstatus sebagai sekolah inklusi formal. Fenomena ini ditemukan di TK Ecole De Smarties, di mana terdapat kontradiksi antara kebijakan penerimaan siswa dengan kesiapan infrastruktur kurikulum serta kompetensi pedagogis guru yang menyebabkan terjadinya hambatan perkembangan pada SBK. Penelitian ini bertujuan untuk menganalisis dan mendeskripsikan: (1) implementasi adaptasi dan modifikasi kurikulum nasional, (2) kompetensi pedagogis dan strategi mengajar guru, (3) efektivitas instrumen evaluasi hasil belajar, serta (4) dampak lingkungan belajar terhadap perkembangan sosial-emosional siswa berkebutuhan khusus. Metode penelitian yang digunakan adalah pendekatan kualitatif. Data dikumpulkan melalui teknik wawancara mendalam terhadap : Koordinator Kurikulum, Guru Kelas, Guru Pendamping Khusus, observasi dan studi dokumentasi terkait. Hasil penelitian menunjukkan bahwa keberhasilan pendidikan inklusif di jenjang PAUD sangat bergantung pada fleksibilitas kurikulum yang meliputi modifikasi isi, proses, dan penilaian. Secara praktis, ditemukan bahwa keterbatasan latar belakang pendidikan luar biasa pada guru menjadi kendala utama dalam menciptakan strategi diferensiasi yang efektif. Penelitian ini menyimpulkan bahwa tanpa adanya adaptasi kurikulum yang sistematis dan penguatan kompetensi pedagogis yang berkelanjutan, implementasi kurikulum nasional di sekolah reguler hanya akan menjadi formalitas integrasi fisik tanpa memberikan stimulasi optimal pada periode emas perkembangan anak berkebutuhan khusus. Kata Kunci: Implementasi Kurikulum, Siswa Berkebutuhan Khusus,Kompetensi Pedagogis. / This research is motivated by the gap between the ideally inclusive national curriculum policy and the reality of its implementation in regular schools that accept students with special needs (SBK) but have not yet achieved formal inclusive school status. This phenomenon was discovered at Ecole De Smarties Kindergarten, where a contradiction exists between the student admission policy and the readiness of the curriculum infrastructure and the pedagogical competence of teachers, resulting in developmental barriers for SBK students. This study aims to analyze and describe: (1) the implementation of adaptations and modifications to the national curriculum, (2) the pedagogical competence and teaching strategies of teachers, (3) the effectiveness of learning outcome evaluation instruments, and (4) the impact of the learning environment on the social-emotional development of students with special needs. The research method used was a qualitative approach. Data were collected through in-depth interviews with the Curriculum Coordinator, Class Teachers, Special Assistant Teachers, observations, and related documentation studies. The results indicate that the success of inclusive education at the Early Childhood Education (ECE) level is highly dependent on curriculum flexibility, which includes modifications to content, processes, and assessments. Practically, it was found that teachers' limited special needs education backgrounds are a major obstacle to creating effective differentiation strategies. This study concludes that without systematic curriculum adaptation and continuous strengthening of pedagogical competence, the implementation of the national curriculum in regular schools will only be a formality of physical integration without providing optimal stimulation during the golden period of development of children with special needs. Keywords: Curriculum Implementation, Students with Special Needs, Pedagogical Competence

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