3 RESULTS 3.1 Preparation
3.3 Control
Efforts to control Inclusion-Based education in realizing Dignified Great Ibtidaiyah Madrasah in Blitar Regency are:
3.3.1. Learning Control and supervision of inclusive education by the Madrasah Head consists of 2 types: Regular monitoring: in the form of reporting inclusion activities from homeroom teachers, subject teachers and special assistant teachers to the madrasah principal at the beginning of each new school year, at the end of the semester, and every Friday during sessions Teacher's School. Incidental monitoring: in the form of
consultation on inclusion activities from subject teachers, classroom teachers or a special teacher to the head of the madrasa without being determined time (at any time if needed).
According to Sumarmi in his book Management of Inclusive Education in Madrasahs and supported by an explanation from David Wijaya in his book entitled Management of Basic Madrasah Inclusive Education, both of them explain that there are two forms of efforts by the head of madrasas in implementing inclusive madrasas, namely monitoring and evaluation, namely monitoring and evaluation. efforts that refer to activities or programs in the implementation of inclusive education.
First, monitoring is an effort or activity by the head of the madrasah in controlling, guiding and supervising the course of inclusive education programs, as well as evaluate, analyze the achievement of goals, supporting factors and problems encountered during
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implementation. The monitoring process is carried out before and during the implementation of the inclusive education program.
The second is evaluation which is a structured process in compiling, reviewing and contextualize input in an attempt to men ninjau the extent to which the achievement of an inclusive education institution is in accordance with certain standards that have been set.
(Taufan, the evaluation process is carried out periodically and has been scheduled so that problems can be found early on.
3.3.2. Supervision and guidance from madrasa supervisors
Regular guidance by supervisors is carried out at least once a year on supervision activities by madrasa supervisors, and from time to time as needed.
In the context of these findings, the various roles of madrasah supervisors include being role models and partners, accompanying an institution in implementing the program which also includes the stages of monitoring, supervision, evaluation, reporting and reporting. final reflection as a follow-up effort for supervisors which is carried out routinely, conceptually, scheduled and continuously. As is written in PP 19 of 2005, article 55. in terms of the role of supervisors.
3.3.3. Supervision by the organizers of educational institutions (foundations)
In the context of these findings, the role of the foundation is carried out periodically every year, namely at the beginning and end of the school year. Meanwhile, informal supervision from the community is carried out throughout the implementation of education.
This finding is in line with Nur Hasanah's explanation in a journal entitled Community Participation in the Management of Learning Programs at Inclusive Madrasahs in the Context of Madrasa -Based Management. who are committed to implementing inclusive education need to build cooperation both internally and externally? (Hasan, 2016 - 2) A form of internal cooperation is sought with all citizens madrasas such as principals, teachers, community circles, supervisors, committees and foundations. As for the form of collaboration with external parties can collaborate with other parties who have the same program of organizing, fostering, and developing scientific knowledge such as PLA, SLB, clinic, therapy center or intervention center, College, Inclusive education resource center, home sick or other institutions. (Wijaya, 2019 - 109)
3.3.4. Supervision by parents/guardians of students
Parents as consumers as well as educational partners are carried out formally at the end of each semester by filling out the madrasa self-evaluation form, and informally all the time. Parents/guardians of students are given the contact number of the head of the madrasa for the purpose of any complaints, and Whatsapp (WA) groups per class are made to facilitate communication.
madrasah it is necessary trying to get people 's attention (inside and outside) as well as policy makers to be willing take an active role and contribute to the implementation of inclusive education. Social media such as WhatsApp groups have a very good impact in facilitating access information. WhatsApp group selected because some people are familiar with the application.
Madrasa really needs to strive to get the attention of the community (outside and inside) as well as policy makers to be willing to take an active role and contribute to the implementation of inclusive education. Social media such as WhatsApp groups have a very good impact in making it easier to access information. The WhatsApp group was chosen because some people are familiar with the application.
4 CONCLUSIONS
Based on the research focus, data exposure, findings and discussion, the results of this study can be concluded as follows:
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1. Inclusive-based education design in realizing Dignified Great Ibtidaiyah Madrasah in Blitar Regency first is to prepare education system and management. Second, socialize the ABK paradigm and inclusive education to all madrasah residents. Third, conduct an initial assessment to identify ABK students for appropriate learning. Fourth, conduct interviews with prospective parents of ABK students. Fifth, participate in and organize workshops/seminars to improve the quality and competence of educators. The sixth is preparing the Facilities and Infrastructure for Educators and Education Personnel. The last is conducting socialization to regular students and their parents to be more ready to accept ABK students in madrasas.
2. The implementation of inclusive-based education in realizing dignified Islamic Madrasahs in Blitar Regency first is to use a regular class model with pull outs. Second, students with special needs will get a modified curriculum. Third, students with special needs study with class teachers or subject teachers who teach in their classes. Meanwhile, during one-on-one classes, students with special needs will study with special assistant teachers. Fourth, students with special needs will get learning to read, write, count (calistung) gross motor skills, fine motor skills, concentration, self-development, and socializing that are adapted to the child's condition. The last is collaboration with parents/guardians of students.
3. Control of inclusive-based education in realizing dignified Madrasah Ibtidaiyah in Blitar Regency is the control and supervision of inclusive education by the Head of Madrasa which consists of regular monitoring and incidental monitoring. Regular supervision and guidance from madrasa supervisors is carried out at least once a year. Supervision by the organizers of educational institutions (foundations) is carried out periodically at the beginning of the new school year and the end of the school year. And the last is Supervision by parents/guardians of students.
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