Challenges and Institutional Dynamics of Inclusive Learning Evaluation in Elementary Schools

Abstract

Penelitian ini bertujuan untuk menganalisis praktik evaluasi pembelajaran di sekolah dasar inklusif di Kabupaten Lombok Tengah, dengan menyoroti tantangan, faktor penentu, dan implikasinya terhadap pengembangan evaluasi yang adil dan adaptif. Studi ini dilatarbelakangi oleh masih terbatasnya kajian empiris yang mengkaji secara komprehensif hubungan antara kompetensi guru, dukungan institusi, dan partisipasi orang tua dalam praktik evaluasi pembelajaran inklusif di jenjang sekolah dasar. Penelitian ini menggunakan pendekatan mixed methods dengan desain sequential explanatory, Diawali dengan pengumpulan data kuantitatif melalui survei terhadap guru, kemudian diperdalam dengan data kualitatif melalui wawancara dan observasi. Data kuantitatif dianalisis menggunakan statistik deskriptif dan regresi linier berganda, sedangkan data kualitatif dianalisis secara tematik untuk memperkuat interpretasi temuan. Hasil penelitian menunjukkan bahwa praktik evaluasi pembelajaran di sekolah dasar inklusif masih didominasi oleh tes tertulis, meskipun mulai berkembang penggunaan observasi, penilaian kinerja, dan portofolio. Analisis regresi mengungkapkan bahwa kompetensi guru, dukungan institusi, dan partisipasi orang tua berpengaruh positif dan signifikan terhadap kualitas evaluasi pembelajaran inklusif, dengan partisipasi orang tua sebagai prediktor terkuat. Tantangan utama meliputi keterbatasan instrumen evaluasi adaptif dan tingginya beban administrasi guru, sementara peluang pengembangan terletak pada pelatihan berkelanjutan dan pemanfaatan teknologi asesmen. Penelitian ini berkontribusi pada penguatan kerangka evaluasi pembelajaran inklusif dengan menegaskan pentingnya sinergi antara guru, institusi, dan orang tua guna mewujudkan evaluasi yang lebih adil, kontekstual, dan bermakna bagi seluruh peserta didik.

This study aims to analyze learning evaluation practices in inclusive elementary schools in Lombok Tengah Regency, highlighting the challenges, determining factors, and implications for the development of fair and adaptive evaluation. This study was motivated by the limited empirical research that comprehensively examines the relationship between teacher competence, institutional support, and parental participation in inclusive learning evaluation practices at the elementary school level. This study uses a mixed methods approach with a sequential explanatory design. It begins with quantitative data collection through a survey of teachers, then deepens with qualitative data through interviews and observations. Quantitative data are analyzed using descriptive statistics and multiple linear regression, while qualitative data are analyzed thematically to strengthen the interpretation of findings. The results of the study show that learning evaluation practices in inclusive elementary schools are still dominated by written tests, although the use of observation, performance assessment, and portfolios is beginning to develop. Regression analysis reveals that teacher competence, institutional support, and parental participation have a positive and significant effect on the quality of inclusive learning evaluation, with parental participation being the strongest predictor. The main challenges include the limitations of adaptive evaluation instruments and the high administrative burden on teachers, while opportunities for development lie in continuous training and the use of assessment technology. This study contributes to strengthening the framework for inclusive learning evaluation by emphasizing the importance of synergy between teachers, institutions, and parents in order to realize a more equitable, contextual, and meaningful evaluation for all students.