EVALUATION OF THE IMPLEMENTATION OF THE INCLUSIVE EDUCATION PROGRAM AT SMA NEGERI 1 TANJUNGPINANG

Abstract

This study aims to evaluate the implementation of the inclusive education program at SMA Negeri 1 Tanjungpinang using the CIPP evaluation model (Context, Input, Process, Product). This research employed a qualitative approach, with data collected through interviews, observations, and documentation. The research informants included the principal, teachers, parents, and students. The data were analyzed using qualitative descriptive analysis based on the four components of the CIPP model. The findings indicate that, in the context dimension, the school has demonstrated a commitment to inclusive education and non-discriminatory student admission. However, program socialization has not been conducted systematically. In the input dimension, implementation remains constrained by limited teacher competence, the absence of special education support teachers, inadequate disability-friendly facilities and infrastructure, and learning materials that are not yet fully adapted to students’ needs. In the process dimension, inclusive learning has been implemented in regular classrooms through several instructional adjustments. Nevertheless, implementation remains suboptimal due to unstructured individualized support, limited differentiated instruction, and inadequate monitoring systems. In the product dimension, the program has had positive effects on students’ social interactions, self-confidence, tolerance, and acceptance of peers. However, the academic achievement, independence, and participation of students with special educational needs still require improvement. In conclusion, the inclusive education program at SMA Negeri 1 Tanjungpinang has been implemented but has not yet achieved optimal results. Strengthening teacher competence, providing special education support teachers, improving facility accessibility, and developing adaptive instructional practices are necessary to enhance program effectiveness.