Analisis Penerapan Nilai Adat Tapsile Dalam Kebijakan Pendidikan yang Inklusif di Masyarakat Sasak
Authors
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Karomi Karomi
Universitas Gunung Rinjani
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Abdul Majid Junaidi
Universitas Gunung Rinjani
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Suratman Suratman
STKIP Taman Siswa Bima
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Taslim Buaja
Universitas Muhammadiyah Maluku Utara
DOI:
https://doi.org/10.36312/ijlic.v4i1.4791Keywords:
Pendidikan Inklusif, Nilai Adat Tapsile, Masyarakat Sasak, Kebijakan Pendidikan, Partisipasi MasyarakatAbstract
Tujuan penelitian ini adalah untuk menganalisis penerapan nilai Adat Tapsile dalam mendukung penetapan kebijakan pendidikan inklusif di kabupaten Sasak, Lombok. Melalui pendekatan kualitatif dengan metode studi kasus, penelitian ini untuk mengeksplorasi bagaimana nilai-nilai Adat Tapsile dapat diintegrasikan ke dalam praktik pegambilan kebijakan pendidikan inklusif, serta tantangan dan peluang yang muncul dalam proses tersebut. Hasil penelitian menunjukkan bahwa nilai-nilai Tapsile, yang menekankan pada kolektivitas, kebersamaan, dan gotong royong, memiliki potensi besar untuk memperkuat dukungan masyarakat terhadap pendidikan inklusif. Selain itu, integrasi nilai adat ini terbukti mampu meningkatkan keterlibatan orang tua dan komunitas dalam pendidikan, serta mengurangi stigma terhadap siswa berkebutuhan khusus. Namun, implementasi kebijakan ini menghadapi kendala struktural, termasuk keterbatasan sumber daya dan resistensi budaya terhadap perubahan. Penelitian ini menyarankan pentingnya strategi kolaboratif yang melibatkan pemangku kepentingan lokal dalam pengembangan kebijakan pendidikan yang lebih inklusif dan berkelanjutan. Dengan demikian, hasil penelitian ini memberikan kontribusi signifikan terhadap pemahaman tentang bagaimana nilai-nilai lokal dapat berperan dalam meningkatkan efektivitas kebijakan pendidikan inklusif di Indonesia.
Analysis of the Application of Tapsile Customary Values in Inclusive Education Policy within the Sasak Community
Abstract
This study aims to analyze the application of Tapsile customary values in supporting the formulation of inclusive education policies in the Sasak regency, Lombok. Using a qualitative approach with a case study method, this research explores how Tapsile customary values can be integrated into inclusive education policymaking practices, as well as the challenges and opportunities that arise in the process. The findings show that Tapsile values, which emphasize collectivity, togetherness, and mutual cooperation, have strong potential to strengthen community support for inclusive education. In addition, the integration of these customary values has been shown to increase parental and community involvement in education, while also reducing stigma toward students with special needs. However, the implementation of this policy faces structural obstacles, including limited resources and cultural resistance to change. This study highlights the importance of collaborative strategies involving local stakeholders in the development of more inclusive and sustainable education policies. Therefore, the findings make a significant contribution to understanding how local values can play a role in improving the effectiveness of inclusive education policies in Indonesia.
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