Dilema Kebijakan Inklusi: Analisis Alignmen PERMENDIKBUDRISTEK No. 48/2023 Terhadap Keadilan Sosial Dan Humanisme Islam
Main Article Content
Keywords:
Integrated Policy Alignment Framework; social equity; Islamic education.Abstract
This study examines the policy shift in inclusive education in Indonesia following the enactment of Permendikbudristek No. 48 of 2023, which reorients inclusion toward the provision of Reasonable Accommodation for students with disabilities. While this transformation appears to strengthen technical aspects of educational services, its alignment with broader principles of inclusive education, social justice, and Islamic humanism remains debatable. This research aims to critically analyze the extent to which the regulation reflects inclusive values that emphasize equity, universal participation, and holistic human dignity. Employing a qualitative approach through Directed Qualitative Content Analysis (Hsieh & Shannon) and Dunn’s policy evaluation framework, this study compares the substance of Permendiknas No. 70 of 2009 and Permendikbudristek No. 48 of 2023 using the Integrated Policy Alignment Framework (IPAF) developed in this research. The findings reveal that the 2023 regulation enhances service quality through mechanisms such as functional assessment, assistive technology, learning flexibility, and the establishment of Disability Service Units. These aspects indicate stronger alignment with the removal of learning barriers and protection of vulnerable groups. However, the policy simultaneously narrows the conceptual scope of inclusion by primarily focusing on students with disabilities, thereby reducing attention to learners with diverse needs, including those with exceptional intelligence and talents. From the perspective of social justice and Islamic humanism, this shift reflects a partial alignment, where procedural improvements coexist with a contraction of inclusivity. The study introduces the concept of Partial Policy Transformation with Scope Reduction and proposes IPAF as a multidimensional framework for evaluating inclusive education policies.
References
Anwar, Chairul, Laili Komariyah, and others. “Evaluasi Kebijakan Pendidikan Inklusif Di Indonesia.” Journal of Education Research 6, no. 3 (2024): 1–10. https://doi.org/10.37985/jer.v6i3.2576.
Biantoro, Oktio Frenki, and Asep Rahmatullah. “Pendidikan Inklusif Di Indonesia: Peluang Dan Tantangan.” Afkaruna: International Journal of Islamic Studies 2, no. 1 (2024): 24–33. https://doi.org/10.38073/aijis.v2i1.1697.
Dewi, Galih Rasita, and Hermanto. “The Implementation of Inclusive Pedagogy in Elementary Schools.” Jurnal Pendidikan Dan Pengajaran 57, no. 1 (2024): 195–204. https://doi.org/10.23887/jpp.v57i1.56173.
Fauzi, Ahmad, and Abdul Karim. “Analisis Konten Kualitatif Dalam Studi Kebijakan Pendidikan.” Jurnal Evaluasi Pendidikan 14, no. 1 (2023): 50–60. https://doi.org/10.21009/jep.v14i1.33456.
Firmansyah, Dedi. “Analisis Kebijakan Pendidikan Inklusif Di Indonesia.” Jurnal Analisis Kebijakan 7, no. 1 (2022): 10–25. https://doi.org/10.33366/jak.v7i1.2022.
Hidayat, Ahmad. “Implementasi Pendidikan Inklusif Berbasis Kebutuhan Peserta Didik.” Jurnal Pendidikan Inklusi 6, no. 1 (2022): 45–60. https://doi.org/10.21831/jpi.v6i1.12345.
Nugraha, Dedi, and Rudi Setiawan. “Strategi Systematic Literature Search Dalam Penelitian Pendidikan.” Jurnal Penelitian Pendidikan Indonesia 10, no. 1 (2024): 85–95. https://doi.org/10.29210/jppi.v10i1.56789.
Nugroho, Arif. “Kebijakan Pendidikan Disabilitas Di Indonesia.” Jurnal Kebijakan Pendidikan 10, no. 1 (2024): 1–15. https://doi.org/10.21043/jkp.v10i1.2024.
Nurhadipa, Siti, and others. “Tantangan Pendidikan Inklusi Berdasarkan Peraturan Perundangan.” Cendekia 4, no. 1 (2024): 160–64. https://doi.org/10.55606/cendikia.v4i1.2384.
Putra, Rizky, Bambang Santoso, and Indah Lestari. “Narrative Literature Review Dalam Penelitian Pendidikan.” Jurnal Kajian Pendidikan 15, no. 2 (2023): 195–210. https://doi.org/10.21009/jkp.v15i2.34567.
Putri, Ananda Asti, and Syaid Ali Jailani. “Strategies and Challenges of Inclusive Education in Indonesia.” Al-Madrasah: Jurnal Pendidikan, Pembelajaran Dan Kebudayaan 1, no. 2 (2024): 152–65. https://doi.org/10.1234/madrasah.v1i2.135.
Rahman, Fadli, and Agus Wibowo. “Pendekatan Kualitatif Dalam Studi Kebijakan Pendidikan.” Jurnal Ilmu Pendidikan 27, no. 1 (2021): 130–40. https://doi.org/10.17977/jip.v27i1.14567.
Rahmawati, Lina. “Perlindungan Peserta Didik Berkebutuhan Khusus.” Jurnal Pendidikan Sosial 8, no. 1 (2021): 33–47. https://doi.org/10.33487/jps.v8i1.2021.
Saputra, Andi. “Evaluasi Kebijakan Pendidikan Inklusif.” Jurnal Evaluasi Pendidikan 8, no. 1 (2022): 50–65. https://doi.org/10.54321/jep.v8i1.2022.
Sari, Dewi. “Akses Pendidikan Inklusif Di Indonesia.” Jurnal Pendidikan Khusus 17, no. 2 (2021): 120–35. https://doi.org/10.21009/jpk.172.05.
Sari, Dewi, and Anwar Hidayat. “Analisis Kebijakan Pendidikan Dalam Perspektif Kualitatif.” Jurnal Pendidikan Dan Kebijakan Publik 7, no. 2 (2022): 70–80. https://doi.org/10.24815/jpkp.v7i2.25678.
Setiawan, Ricky, Sujarwanto, Wagino, and Mochamad Nursalim. “Keadilan Sosial Dan Distribusi Akses Pendidikan Inklusif Di Indonesia.” Paradigma 32, no. 1 (2025): 1–10. https://doi.org/10.33503/paradigma.v32i1.2929.
Sumarno, and Iksan. “Transformasi Nilai Keagamaan Islam Untuk Mendukung Pendidikan Inklusif.” Social Studies in Education 2, no. 2 (2024): 75–92. https://doi.org/10.15642/sse.2024.2.2.75-92.
Yuliana, Fitri. “Keadilan Sosial Dalam Pendidikan Inklusif.” Jurnal Pendidikan Dan Kebijakan 5, no. 2 (2021): 77–90. https://doi.org/10.22219/jpk.v5i2.2021.
Zain, Z F, N H Yoenanto, and N A Fardana. “Inclusive Education in Public Schools: What Is the Reality?” Jurnal Pendidikan Inklusi 5, no. 2 (2024): 68–82. https://doi.org/10.26740/inklusi.v5n2.p68-82.
Article Sidebar
Download this PDF file
pdfPublished:
Section
License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.