EVALUASI IMPLEMENTASI PROGRAM PENDIDIKAN INKLUSI BERDIFERENSIASI DI SEKOLAH DASAR MENGGUNAKAN MODEL CIPP (CONTEXT, INPUT, PROCESS, PRODUCT)

Abstract

This research is motivated by the urgent need to implement inclusive education in all educational institutions in accordance with the Merdeka Curriculum, which aims to provide equal education rights for all learners. This field research used qualitative approach and CIPP (Context, Input, Process, Product) evaluation model. Data were collected through observations, interviews, and formative assessments over four weeks. The results showed several important points: (1) In the content component, the profile of SDN 050 Cibiru is in the good category although teachers have not received formal training on inclusive education. (2) In the input component, students with special needs are accepted in the mild to moderate category, with the implementation of Merdeka Curriculum without modification of teaching materials, but there are adjustments in the learning process. (3) In the process component, planning and implementing learning activities are in accordance with adaptive methods, as well as the integration of students with special needs in group assignments. (4) In the product component, learners with special needs showed significant cognitive development as well as increased affective and psychomotor contributions. This research emphasizes the importance of teacher training and adjusting facilities to support the success of inclusive education and improve educational equality in schools.