Evaluasi Multi-Perspektif Pembelajaran PJOK Inklusif di SMP Negeri Bantul Menggunakan Model Countenance Stake
Authors
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Hestia Erganurani
Universitas Negeri Yogyakarta
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Ngatman Ngatman
Universitas Negeri Yogyakarta
DOI:
https://doi.org/10.36312/dpe.v5i2.6607Keywords:
PJOK inklusif, Countenance Stake, evaluasi multi-perspektif, murid berkebutuhan khusus, student voiceAbstract
Pembelajaran PJOK inklusif sering dinilai berhasil secara administratif, tetapi pengalaman dan hasil belajar murid berkebutuhan khusus belum tentu selaras dengan penilaian pihak sekolah. Penelitian ini bertujuan mengevaluasi pelaksanaan PJOK inklusif pada tiga SMP Negeri di Kapanewon Bantul melalui perspektif kepala sekolah, guru PJOK, murid reguler, dan murid berkebutuhan khusus. Penelitian menggunakan mixed methods dengan desain konvergen paralel dan model Countenance Stake pada komponen antecedents, transactions, dan outcomes. Data diperoleh dari 3 kepala sekolah, 3 guru PJOK, dan 94 murid melalui angket, wawancara semi-terstruktur, dan dokumentasi, kemudian diintegrasikan melalui joint display. Hasil menunjukkan antecedents 3,04, transactions 3,18, outcomes 3,10, dan skor keseluruhan 3,11, seluruhnya berkategori baik. Namun, murid berkebutuhan khusus memberikan penilaian outcomes terendah (2,93), sedangkan kepala sekolah tertinggi (3,25). Temuan menunjukkan bahwa proses yang relatif baik belum sepenuhnya menghasilkan pengalaman dan hasil yang setara. Penguatan perencanaan terdiferensiasi, asesmen adaptif, dukungan pendampingan, koordinasi, dan student voice diperlukan.
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