The Implementation of the International Baccalaureate Curriculum in an Inclusive Classroom : Implementasi Kurikulum International Baccalaureate dalam Kelas Inklusif

Sulthon Falah Hasan El Haq; Sabariyanto

doi:10.58194/eloquence.v4i2.2813

Penulis

Sulthon Falah Hasan El Haq Universitas Islam Negeri Raden Mas Said Surakarta
Sabariyanto Universitas Islam Negeri Raden Mas Said Surakarta

DOI:

https://doi.org/10.58194/eloquence.v4i2.2813

Kata Kunci:

Curriculum Implementation, International Baccalaureate, Inclusive Classroom

Abstrak

Latar Belakang: Pendidikan inklusif menuntut model kurikulum yang responsif terhadap keragaman kebutuhan peserta didik. Program Middle Years Programme (MYP) dari International Baccalaureate (IB) merupakan salah satu kurikulum yang menekankan pembelajaran berbasis inkuiri, pendekatan berpusat pada siswa, dan wawasan global, sehingga berpotensi cocok diterapkan dalam lingkungan inklusif.

Tujuan: Penelitian ini bertujuan untuk mendeskripsikan implementasi kurikulum IB MYP di kelas inklusif SMP Al-Firdaus pada Tahun Ajaran 2025.

Metode: Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus. Pengumpulan data dilakukan melalui observasi, wawancara mendalam dengan guru mata pelajaran, wali kelas, dan koordinator kurikulum, serta analisis dokumen.

Hasil dan Pembahasan: Hasil penelitian menunjukkan bahwa perencanaan pembelajaran dilakukan secara kolaboratif melalui forum formal seperti three-way conferences dan collab meetings yang melibatkan guru, siswa, dan orang tua. Forum ini bertujuan untuk menetapkan target belajar individu dan menyesuaikan rencana pembelajaran dengan profil serta kebutuhan masing-masing siswa. Pada tahap pelaksanaan, strategi pembelajaran berbasis inkuiri dan partisipatif diterapkan untuk mendorong keterlibatan aktif seluruh siswa, termasuk siswa berkebutuhan khusus. Wali kelas memainkan peran penting dalam memberikan dukungan individual, menyesuaikan instruksi, serta memastikan aksesibilitas materi dan kenyamanan emosional siswa. Evaluasi pembelajaran menekankan pada kemajuan individu, bukan hanya hasil akhir, melalui tugas dan portofolio yang disesuaikan dengan kemampuan dan kebutuhan masing-masing siswa. Faktor utama yang mendukung keberhasilan implementasi kurikulum IB dalam kelas inklusif adalah pelatihan guru yang berkelanjutan, kolaborasi antar guru, dan dukungan kebijakan sekolah.

Kesimpulan dan Implikasi: Studi ini menegaskan bahwa adaptasi kurikulum IB yang kontekstual dan kolaboratif dapat menciptakan lingkungan pembelajaran yang inklusif, responsif, dan transformatif bagi semua peserta didik. Temuan ini memberikan implikasi bahwa sekolah yang ingin menerapkan praktik inklusif dapat memanfaatkan kerangka kerja IB dengan strategi yang disesuaikan serta dukungan kelembagaan yang kuat.

Kata Kunci : Implementasi Kurikulum; International Baccalaureate; Kelas Inklusif

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