Overview Of The Perception Of Medan City Communities For Study Inclusion Education On Several Subdistricts In Medan City

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Introduction

Medan, the capital city of North Sumatra, is a multicultural city with various ethnicities, religions, and cultures. The city's diverse population requires an education system that upholds equality and quality. Inclusive education, as explained by Sapon-Shevin (Directory of PLB, 2004), is an education system that requires all children, including those who have special needs such as mental, physical, socioeconomic, cultural, and ethnic disability, to study in regular schools with friends of the same age. This study aims to reveal the perception of the Medan City community towards inclusion education.

The Importance of Inclusive Education in Medan

Inclusive education is a form of implementation of multicultural education, which respects diversity. Multicultural education is important because it promotes equality and quality in education. However, inclusive education in Medan has not developed optimally, in contrast to conditions in Java. There were only 14 inclusive schools in Medan, and only some were active (BPS, 2005). Early research shows the difference in the perception of Medan community towards inclusive education, encouraging this research to examine more in the description of community perceptions of inclusive education.

Methodology

This study involved 133 respondents representing the people of Medan. The sampling technique used is a random sampling cluster, by selecting 5 areas randomly from 21 areas in the city of Medan. Then, one village is chosen randomly from each selected area. The measurement instrument used is the scale of inclusive education perceptions developed by the researcher himself, based on five elements of inclusive education proposed by Sapon-Shevin (Directory of PLB, 2004). The item discrimination test was carried out using the Pearson Product Moment correlation coefficient, and the instrument reliability test using the Alpha Cronbach coefficient technique with a value of 0.978.

Results

The results showed that Medan people had a positive perception of inclusive education of 47.36% (63 people), negative perceptions of 45.86% (61 people), and the remaining 6.76% (9 people) could not be categorized. These results indicate a significant difference in perception in the Medan community. Factors that might affect this perception need to be further investigated. This is important to encourage the implementation of effective inclusive education and has a positive impact on all children in the city of Medan.

Discussion

The results of this study indicate that the Medan community has a mixed perception towards inclusive education. The positive perception of 47.36% suggests that the community is aware of the importance of inclusive education and is willing to support it. However, the negative perception of 45.86% suggests that there are still many people who are not aware of the benefits of inclusive education and may be resistant to its implementation.

Conclusion

This research aims to reveal the perception of the Medan City community towards inclusion education. The results of this study indicate that the community has a mixed perception towards inclusive education. The positive perception of 47.36% suggests that the community is aware of the importance of inclusive education and is willing to support it. However, the negative perception of 45.86% suggests that there are still many people who are not aware of the benefits of inclusive education and may be resistant to its implementation.

Recommendations

This research also shows that there is still a lot of homework that must be done to increase public awareness and understanding of inclusive education. The government and related parties need to make various efforts to improve the quality and accessibility of inclusive education in the city of Medan. This effort can be carried out through socialization, training, and adequate infrastructure provision.

Limitations

This study has several limitations. Firstly, the sample size is relatively small, which may not be representative of the entire Medan community. Secondly, the study only focuses on the perception of inclusive education and does not explore the factors that affect this perception.

Future Research Directions

This study provides a foundation for future research on inclusive education in Medan. Future research can explore the factors that affect the perception of inclusive education, such as the role of parents, teachers, and the community in promoting inclusive education. Additionally, future research can examine the effectiveness of inclusive education in improving the academic achievement of students with special needs.

References

  • Bennet, C. I. (2003). Comprehensive multicultural education: Theory and practice. Allyn & Bacon.
  • BPS (2005). Statistical yearbook of North Sumatra. BPS North Sumatra.
  • Sapon-Shevin, M. (2004). Inclusive education in a nutshell: A guide for educators. Free Spirit Publishing.

Appendix

Q: What is inclusive education?

A: Inclusive education is an education system that requires all children, including those who have special needs such as mental, physical, socioeconomic, cultural, and ethnic disability, to study in regular schools with friends of the same age.

Q: Why is inclusive education important in Medan?

A: Inclusive education is important in Medan because the city is a multicultural city with various ethnicities, religions, and cultures. The education system should uphold equality and quality, and inclusive education is a way to achieve this.

Q: What are the benefits of inclusive education?

A: The benefits of inclusive education include:

  • Promoting equality and quality in education
  • Providing opportunities for students with special needs to learn and develop alongside their peers
  • Fostering a sense of community and social inclusion
  • Encouraging diversity and cultural understanding

Q: What are the challenges of implementing inclusive education in Medan?

A: The challenges of implementing inclusive education in Medan include:

  • Limited resources and infrastructure
  • Lack of awareness and understanding of inclusive education among parents and teachers
  • Resistance to change from some members of the community
  • Limited access to inclusive education for students with special needs

Q: What can be done to improve the perception of inclusive education in Medan?

A: To improve the perception of inclusive education in Medan, the following can be done:

  • Increase public awareness and understanding of inclusive education through socialization and training
  • Provide adequate infrastructure and resources for inclusive education
  • Encourage parents and teachers to support inclusive education
  • Foster a sense of community and social inclusion among students and parents

Q: What is the role of the government in promoting inclusive education in Medan?

A: The government has a crucial role in promoting inclusive education in Medan by:

  • Providing funding and resources for inclusive education
  • Developing policies and regulations that support inclusive education
  • Providing training and support for teachers and parents
  • Encouraging community involvement and participation in inclusive education

Q: What is the future of inclusive education in Medan?

A: The future of inclusive education in Medan is promising, with increasing awareness and understanding of the importance of inclusive education among parents, teachers, and the community. However, there are still challenges to be addressed, and continued efforts are needed to improve the quality and accessibility of inclusive education in Medan.

Q: How can I get involved in promoting inclusive education in Medan?

A: There are several ways to get involved in promoting inclusive education in Medan, including:

  • Volunteering with organizations that support inclusive education
  • Participating in community events and activities that promote inclusive education
  • Advocating for inclusive education with local government officials and policymakers
  • Supporting parents and teachers who are working to promote inclusive education in their communities.