TRANSFORMASI PENDIDIKAN INKLUSIF ANAK BERKEBUTUHAN KHUSUS (ABK) DI TAMAN KANAK-KANAK DALAM PERSPEKTIF FILSAFAT PENDIDIKAN

Abstract

ABSTRACT

Inclusive education in early childhood institutions is a strategic effort to guarantee equal learning rights for children with special needs (CWSN) based on the principles of justice and humanity. This analyzes the transformation of inclusive early childhood education through the perspective of educational philosophy, focusing on progressivism and humanism. The study applies a literature review approach using 20 scientific publications from 2021–2025, including journals, policy documents, and scholarly reports. This study was carried out through several stages, including literature searches in the Sinta, Garuda, Google Scholar, and Mendeley databases using relevant keywords, followed by the selection and synthesis of sources, and thematic analysis through data reduction, data presentation, and conclusion drawing. The findings reveal that inclusive implementation requires curriculum adaptation, accessible learning facilities, differentiated instruction, and improved teacher competence particularly in adaptive assessment strategies and assistive technology integration. Key challenges include teacher readiness, social stigma, limited resources, and gaps between policy and practical implementation. Philosophically, inclusive education emphasizes equity, respect for diversity, and the fulfillment of individual learning needs without discrimination. This study concludes that transforming inclusive early childhood education requires strong cross-sector collaboration, continuous professional development, and a supportive inclusive culture to ensure a humane, adaptive, and sustainable learning environment.

ABSTRAK

Pendidikan inklusif pada jenjang Taman Kanak-Kanak (TK) merupakan strategi penting dalam menjamin hak belajar Anak Berkebutuhan Khusus (ABK) secara setara sesuai prinsip keadilan dan kemanusiaan. Penelitian ini bertujuan menganalisis transformasi pendidikan inklusif ABK melalui pendekatan filsafat pendidikan dengan fokus pada progresivisme dan humanisme. Metode penelitian menggunakan studi kepustakaan terhadap 20 sumber ilmiah terbitan 2021–2025 yang mencakup jurnal, kebijakan pendidikan, dan dokumen akademik. Penelitian ini dilakukan melalui tahapan penelusuran literatur dari database Sinta, Garuda, Google Scholar, dan Mendeley dengan kata kunci yang relevan, kemudian diseleksi dan disintesis, serta dianalisis secara tematik melalui proses reduksi, penyajian, dan penarikan kesimpulan. Hasil kajian menunjukkan bahwa implementasi pendidikan inklusif menuntut adaptasi kurikulum, dukungan sarana prasarana, model pembelajaran berdiferensiasi, serta peningkatan kompetensi guru, terutama terkait asesmen akomodatif, strategi pembelajaran adaptif, dan penggunaan teknologi asistif. Tantangan utama ditemukan pada aspek kesiapan pendidik, stigma sosial, minimnya dukungan fasilitas, serta kesenjangan antara kebijakan dan praktik lapangan. Secara filosofis, pendidikan inklusif menegaskan nilai kesetaraan hak, penghargaan atas keberagaman, dan pemenuhan kebutuhan perkembangan setiap anak tanpa diskriminasi. Kajian ini menegaskan bahwa transformasi pendidikan inklusif membutuhkan kolaborasi multi-stakeholder, pelatihan berkelanjutan, dan penguatan budaya inklusif untuk mewujudkan lingkungan belajar yang humanis, adaptif, dan berkelanjutan.