Fahrozi Ar-Raafi', Ariefa Efianingrum

Advokasi Pendidikan Berkebutuhan Khusus Studi Kasus di Daerah Istimewa Yogyakarta

Introduction

Advokasi pendidikan berkebutuhan khusus studi kasus di daerah istimewa yogyakarta. Penelitian mengungkap proses advokasi pendidikan ABK oleh Dinas Pendidikan DIY, didukung Perda No. 5/2022. Meningkatkan sekolah inklusi & akses pendidikan ABK di Yogyakarta.

Abstract

Penelitian ini bertujuan untuk mengungkap skema proses advokasi pendidikan bagi Anak Berkebutuhan Khusus (ABK) yang dijalankan oleh Dinas Pendidikan, Pemuda, dan Olahraga Daerah Istimewa Yogyakarta (DIY) dan mengurai berdasarkan teori implementasi kebijakan Van Meter dan Van Horn (1975) dan kerangka proses advokasi Holloway (1998). Penelitian ini menggunakan metode kualitatif dengan desain studi kasus, di mana data diperoleh melalui wawancara mendalam, observasi, dan dokumentasi, serta dianalisis dengan teknik Pattern Matching dan Explanation Building. Hasil penelitian menunjukkan bahwa implementasi advokasi berjalan melalui enam variabel inti implementasi dan delapan tahapan advokasi strategis. Keunikan program ini terletak pada keterlibatan aktif pemerintah daerah sebagai pelaksana utama, serta penguatan regulasi daerah seperti Perda No. 5 tahun 2022. Dampaknya terlihat dari peningkatan jumlah sekolah inklusi, penerapan SLB satu atap, serta menurunnya angka ABK yang tidak bersekolah. Temuan ini menegaskan pentingnya model advokasi daerah dalam memperluas akses pendidikan ABK.

Review

This paper, titled 'Advokasi Pendidikan Berkebutuhan Khusus Studi Kasus di Daerah Istimewa Yogyakarta,' addresses a critical and timely issue concerning the advocacy process for special needs education. Employing a qualitative case study design, the research meticulously investigates the advocacy mechanisms implemented by the Education, Youth, and Sports Agency of the Special Region of Yogyakarta (DIKPORA DIY). The study is theoretically grounded, utilizing the policy implementation framework by Van Meter and Van Horn (1975) and Holloway's (1998) advocacy process framework, providing a robust analytical lens for understanding the complex dynamics of local advocacy efforts. The findings provide a comprehensive understanding of the advocacy process, delineating its progression through six core implementation variables and eight strategic advocacy stages. A significant contribution of this research lies in highlighting the distinctive role of the local government as the primary implementer of these advocacy efforts, uniquely bolstered by region-specific regulations such as Perda No. 5 of 2022. The practical impact of these integrated efforts is evident in tangible outcomes, including an observable increase in the number of inclusive schools, the successful implementation of 'one-roof' special schools (SLB), and a commendable reduction in the number of children with special needs who are out of school. These results collectively underscore the efficacy of a localized, government-led advocacy model. This study offers valuable insights into the effective implementation of advocacy programs for special needs education within a regional context. Its robust qualitative methodology, combined with the detailed exposition of processes and impacts, makes a strong case for the importance of localized policy frameworks and active governmental engagement. While the abstract presents a compelling success story, future research could explore the transferability of this model to other regions with varying socio-political landscapes, or delve into potential challenges encountered during the implementation phases. Nevertheless, this paper serves as an excellent reference point for policymakers and practitioners aiming to enhance educational access for children with special needs, affirming the critical role of strategic regional advocacy in achieving inclusive educational goals.

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