Analysis of the Implementation of Inclusive Education as a Solution to the Problem of Obstructing Indonesia's SDGs

Objective: The aim of this research is to analyze the implementation of inclusive education in Indonesia. This research was taken because of the negative stereotype that quality education must be expensive. The existence of inclusive education aims to equalize education and there is no dichotomy between superior schools and ordinary schools. Theoretical Framework: Inclusive education is education for all regardless of their background (gender, ethnicity, disability or other weaknesses) by emphasizing the values of tolerance, anti-discrimination, equality and justice (Farrell, 2004; Lindner & Schwab, 2020; Poon-McBrayer, 2017). The consequences of educational liberalization which leads to attracting the market, not building civilization, means that inclusive students are often faced with social imbalances, cultural and political power relations (Kennedy et al, 2023). There is a need for soft skills and inclusive values in building a 21st century society like today. Method: The research method uses an in-depth qualitative approach with descriptive analysis methods involving school officials including 1 school principal, 2 teachers and 30 students at two inclusion schools in East Java, Indonesia (SMKN 2 Malang & SMKN 3 Probolinggo). Data collection techniques use observation, interviews and documentation studies. Supporting data to strengthen the results of this research uses VOS viewer software. Results and Discussion: The research results show that there is a need for more inclusion teachers in every school. Currently, on average there is only 1 inclusion teacher in each school and they handle all inclusion children with the assistance of guidance and counseling teachers. Even though government policy has implemented inclusive education for all schools, many schools reject the existence of inclusive children for various reasons, such as creating a burden on the school, teachers finding it difficult to train inclusive children in developing their competencies according to their field of expertise, hampering vocational practical learning so that the implementation of inclusive education is considered less than optimal and effective. Research Implications: There are still many schools at the secondary education level (SMA/SMK) that reject the presence of inclusive students. There needs to be monitoring and evaluation of local government policies as well as how the learning process is implemented and how teacher pay attention to inclusive students. Currently, on average, only 1 school in each region accepts many inclusive children, as experienced by SMKN 2 Malang & SMKN 3 Probolinggo. There is a need to optimize inclusive education in a planned, structured and massive manner at all levels of education in Indonesia so that the quality of education can be improved. Originality/Value: Not many researchers, lecturers, other historians in Indonesia have studied and conducted research on inclusive education and schools. Indonesian people still think that inclusive education is the same as special education, even though the two are not the same. There needs to be special attention and more inclusive education because this provides space for inclusive children to socialize, interact with other normal/normal children by prioritizing the values of equality, care, justice, social responsibility so that quality and inclusive education can truly be realized.