ANALISIS IMPLEMENTASI MODEL HYBRID TERHADAP KEBIJAKAN PENDIDIKAN INKLUSIF TINGKAT SEKOLAH DASAR DI KABUPATEN BIREUEN, PROVINSI ACEH

Abstract

This study aims to analyze the implementation of inclusive education policy at the primary school level in Bireuen Regency, focusing on the form of implementation, the policy–practice gap, and strategies for strengthening future implementation. The study is grounded in the increasing demand for inclusive education as mandated by national policy, which, in practice, continues to face structural and technical challenges at the school level. This research employs a qualitative approach using a multiple case study design involving four public primary schools in Bireuen Regency. Data were collected through in-depth interviews with school principals as key informants, supported by document analysis and literature review. The data were analyzed thematically using the policy implementation framework of Sabatier and Mazmanian, which includes the dimensions of problem tractability, the ability of policy to structure implementation, and nonstatutory external variables. The findings indicate that inclusive education policy has generally succeeded in expanding access for students with special needs, whose characteristics are predominantly within the mild to moderate spectrum. However, implementation remains largely initiative-driven at the school level, with significant limitations in the availability of special education teachers, teachers’ pedagogical capacity, and the absence of standardized operational procedures. Furthermore, variations in service quality across schools are evident, influenced by differences in leadership commitment, resource availability, and the lack of institutionalized external support networks. The gap analysis reveals that the primary challenges are not rooted in social resistance, but rather in technocratic weaknesses, including deficits in resources, implementer capacity, and local policy structures. Therefore, this study proposes an adaptive model of inclusive education implementation that emphasizes strengthening teacher capacity, institutionalizing inclusive practices at the school level, and developing cross-sectoral collaboration networks as key prerequisites for effective policy implementation