DASAR-DASAR ILMU PENDIDIKAN

MAKALAH

PEMIKIRAN TENTANG PENDIDIKAN

OLEH:

1. DEVA SATRIA GUNAWAN (23018009)

2. ALYSIA ANINDYA (23018063)
3. DINDA KUSUMAWATI (23018010)
4. CAMILA ANDRY MUBARA (23018075)
5. RESQIA ALFATH (23018042)

UNIVERSITAS NEGERI PADANG

2023

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 PREFACE

Our gratitude goes to God Almighty for His mercy and grace, because with His grace we can
complete this paper well. Although we encountered several obstacles during the process, we
were able to get through them so that our paper entitled "Some thoughts about education" could
be completed on time.

We realize that this proposal still has many shortcomings. As writers, we hope that readers can
provide criticism and suggestions so that the next writing is much better. On the other hand, we
hope that readers will find new knowledge from this paper. Although this paper is not entirely
good, we hope that there are benefits that can be obtained by readers. Thus a word or two from
us. Thank you.

Padang, 27 November 2023

Writers

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 Table of contents

PREFACE ........................................................................................................................ 2

CHAPTER I ..................................................................................................................... 4
INTRODUCTION ........................................................................................................... 4
1.1 Background of the paper ............................................................................................ 4
1.2 Problem formulation .................................................................................................. 4
1.3 Purpose of the paper .................................................................................................. 5
1.4 Benefit ……………………………………………………………………………… 5

CHAPTER II .................................................................................................................... 5
THEORY AND DISCUSSION ....................................................................................... 5
2.1 Classical thoughts on education ................................................................................. 6
2.2 New thoughts on education......................................................................................... 7
2.3 Inclusive education ................................................................................................... 12

CHAPTER III ................................................................................................................ 17

CONCLUSION .............................................................................................................. 17
3.1 Conclusion ............................................................................................................... 17
BIBLIOGRAPHY .......................................................................................................... 18

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 CHAPTER I

INTRODUCTION

1.1 Background of the paper

Education is a learning process what someone does to gain knowledge and skills that are seen
from habits each person. Education is a material inheritance from people before until now and in
the future who will come. Education for human life is absolute needs that must be met
throughout life education is completely impossible for a human group can live and develop in
line with aspirations (ideals) to progress, prosperous and happy according to the concept of view
their lives

Education seeks to give birth to society culture and strive to preserve it the further existence of
society, then education will directs the development of human resources quality. Human resource
development quality is a means of national development as output from national educational
institutions. Development high quality human resources in Indonesia for success in the take-off
process, then it is wrong one of the main requirements is implementing an education system
national that is capable of producing human resources that are high quality.

1.2 Problem of the paper

Based on that background has been explained, then the researcher will formulate the problem

as follows:

1. Teaching problems: How to teach effectively and efficiently in education?

2. The problem of educational disparities: How to deal with the problem of educational
disparities that occur between disadvantaged students and capable students?

3. Involvement issues: How to mobilize community involvement in the field of education?

4. Education quality problems: How to balance the quality of education and limited human
resource capacity?

5. Problem of change: How to anticipate technological changes in the education sector and how
to increase digital literacy for teaching staff?

6. Character development issues: How to improve students' character development in education?

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1.3 Purpose of the paper

Some goals of thinking about education include:

1. Preparing a future generation of excellence, character and high mentality in facing future
challenges.

2. Encourage the potential and talents of each student through quality and enjoyable learning.

3. Improving the quality of human resources in Indonesia, so that they can contribute to the
progress and prosperity of the nation.

4. Increase public awareness and participation in the field of education.

5. Increase global competitiveness through quality education that is relevant to company and
industry needs.

6. Improving people's quality of life through education that teaches human, fair and civilized
values.

1.4 Benefit

Some of the benefits of thinking about education include:

1. Thinking about education can help in overcoming educational problems, such as educational
gaps, low quality of education, and other problems.

2. Thinking about education can encourage improvements in the quality of education through
analysis, evaluation and optimization of teaching and learning.

3. Thinking about education can help in implementing educational policies and strategies so that
they can effectively meet the needs and expectations of society.

4. Thoughts about education can also improve the quality of Human Resources (HR) in
Indonesia so that they can contribute to the progress and prosperity of the nation.

5. Thinking about education can increase global competitiveness through quality education that
is relevant to the needs of companies and industry.

6. Thinking about education can improve people's quality of life through education that teaches
human, fair and civilized values.

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 CHAPTER II

THEORY AND DISCUSSION

2.1 Classical thoughts on education

A. Classical thoughts
Classical schools are thoughts about education that began in ancient Greece, and with
contributions from various other parts of the world, eventually developed rapidly in Europe and
the United States. Classical schools include flow, nativism, naturalism, empiricism and
convergence is a common thread that connects past, present, and possibly future educational
thoughts.

1. The School of Empiricism

Empiricism stems from the Lockean Tradition which emphasizes external stimuli in human
development, and states that human development, and states that the development of children
depends on the environment, while innate is not important. The experiences that children have in
daily life are obtained from the surrounding world in the form of stimulants. This stimulation
comes from alm bebaqs or is created by adults in the form of education. The pioneer figure is
John Locke.

2. Flow of Nativism
The flow of Nativism stems from the Leinitzian Tradition which emphasizes the ability within
the child, so that environmental factors, including educational factors, have less effect on the
development of the child. The results of the development are determined by the innate that has
been obtained since birth. The environment has less influence on and education of children.

3. Flow of Naturalism
This flow was pioneered by J.J Rosseau. Rosseau argues that all newborn children have GOOD
innings. Good innings will be damaged by the influence of the environment. Education provided
by adults can even damage the child's good innings.

4. The Conveying School

The Convergence School was pioneered by William Stern, who argued that a child is born into
the world with both good and bad characteristics. The process of child development, both innate
factors and environmental factors both have a very important role. The talent brought at birth
will not develop properly without environmental support suitable for the development of the
child.

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2.2 New thoughts about education
B. New thoughts
It is a modern educational method that has been developed and has been widely practiced by
educational institutions today.

1. Teaching Around Nature

The educational movement that brings children closer to their surroundings is the teaching of
nature movement, the pioneers of this movement are Fr. A. Finger in Germany with
heimatkunde, and J. Ligthart in the Netherlands with Het Voll Leven.

2. Attention Center Teaching

Attention center teaching was pioneered by Ovideminat Decroly from Belgium with teaching
through centers of interest, in addition to his opinion on global teaching. Decroly contributed two
opinions that are very useful for education and teaching, namely: Global Method and Center
d'interet.

3. Work School
The work school movement can be seen as the culmination of views that emphasize skills in
education. J.A. Comenius emphasized that education should develop the mind, memory,
language and hands. J.H. Pestalozzi taught various exchange subjects in his school.

4. Project Teaching
Project teaching is also commonly used as one of the teaching methods in Indonesia, These
include project teaching, unit teaching, and so on. What needs to be emphasized is that project
teaching will foster the ability to view and solve problems in a comprehensive manner. This
multidisciplinary approach is increasingly important, especially in developed societies.

5. Home schooling
Homeschooling is an alternative education system for children other than at school. Which is
currently starting to develop in Indonesia, and its existence is legal and guaranteed by the law -
the law. Homeschooling began to be the community's choice as an alternative education method
for several reasons, for example because of the community's desire to be more flexible in
educating children, providing an education system that is more friendly to child development, as
well as ensuring that the child's teaching and learning process can be carried out optimally. This
happens because of the desire of parents to provide education for children that is more in
accordance with the talents and interests of the child, as well as due to conditions in the
conventional education system that cannot satisfy the will of parents to educate their children, for
example cases of violence against children, as well as a mass education system that results in the
potential of children being less fully explored.

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6. Nature school
The failure of the education system in Indonesia has stimulated the growth of alternative schools
that are believed to have a better quality of education than ordinary schools. One of the
alternative schools that are believed to have a better quality of education than regular schools.
One alternative school that is now in high demand is nature school. Nature school conceptor Ir
Lendo Novo explained that the nature school he pioneered was a reaction to the failure of
education in Indonesia. The quality of Indonesian education is still far from other countries, even
below Vietnam. This means there is something wrong with the country's education system, said
Lendo Novo in Jakarta, recently. More than 1,000 nature schools have now grown in Indonesia.
In the Jakarta Bogor Depok Tanggerang Bekasi (Jabodetabek) area alone, there are now more
than 50 schools. Nature schools, according to him, are schools that prioritize the moral and
mental formation of students with the concept of getting closer to nature. The learning methods
applied are also different.

We try to create a pleasant learning atmosphere and make children happy and feel that learning is
a necessity and pleasure, not something boring and must be forced, explained the Head of
Research and Development of Sekolah Alam Indonesia Ciganjur, Novi Hardian. Almost all
existing nature schools have the main concept of maximizing children's potential to grow into
human beings with character, noble character, knowledgeable and ready to become leaders.
Nature school teaching methods also make schooling more fun and children do not feel
imprisoned. Nature schools also encourage children to be active and not just get the material
given by the teacher. At Sekolah Alam Indonesia, Ciganjur, for example, the learning process is
mostly done through discussions and games. Knowledge is not only imparted by the teacher, but
children also actively explore. This trains their courage to express their opinions, explains Novi.
Thematic Concept A similar concept is also practiced by Sekolah Alam Depok in Sawangan,
Depok, West Java. The school, which has pre-school, kindergarten and primary school education
levels, also encourages students to actively find their own answers to various questions through
books in the library and other sources.

According to Edi F Rizal Darma, the founder of Sekolah Alam Depok, the school was born
because he wanted to create a learning relationship without barriers between teachers and
students. So far, the direction of learning in schools has always been from teacher to student, so
there is a distance between them. Nature school emerged as a non-classical school without
barriers, Edi explained. Nature schools generally use a thematic concept. Each theme is
discussed from various sides of morals, art, language, leadership, and science. Each level has a
number of different themes. In addition to having different methods and visions from schools in
general, as the name implies, the atmosphere presented also makes students close to nature. Lush
trees, land for gardening, and even a number of farm animals such as geese and ducks make up
the atmosphere.

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Classrooms in the form of cement buildings and blocks do not exist in natural schools, only
learning saung made of wood measuring 5 x 5 meters and thatched roofs.
According to Edi, the gazebo as a place of learning is not only closer to nature, but also a
characteristic of the Indonesian people. In addition, the construction of the saung is also cheaper
than building a concrete room with air conditioning.

Lendo Novo explained that the concept of a nature school with saung is suitable for Indonesia,
which has a tropical climate. School does not have to be in a classroom. In fact, learning in a
saung without tables and chairs will create a freer atmosphere for students, he said.
However, the learning process is not only carried out in the gazebo, but also in the garden or
learning outside, by visiting a number of places related to the learning theme. Children learn
physics, biology, mathematics and other subjects directly by practicing them from nature. By
using the learning by doing system, the absorption of material by students can reach 90 percent,
explained Lendo Novo. The same thing was also expressed by Novi. According to her, by being
in close contact with nature, students will be wiser because they appreciate nature more and get
closer to the Creator. It is hoped that our school graduates will be environmentally friendly and
no one will cut down trees carelessly, she explained. Lessons at nature schools are also packed
with religious material. At Depok Nature School in the morning and before leaving school,
students do tahfidz, which is to memorize the Quran. According to Edi, these advantages have
led to many parents entrusting their children to attend nature schools.

7. Boarding school education

Boarding school is the best alternative for parents to send their children to school in any
condition. For 24 hours, children live under the total monitoring and control of managers,
teachers, and caregivers in boarding schools. Children are truly prepared to enter the real world
with sufficient capital, not only academic competence, but other skills are prepared so that they
have powerful weapons to enter and conquer this world. In boarding schools, children are
required to become human beings who contribute greatly to humanity. They do not only live for
themselves and their families but also for the nation. Therefore, the support of the best facilities,
quality teaching staff, and a conducive environment must be encouraged to achieve these ideals.
Boarding School Excellence ”The Harry Potter books” that have sold in huge numbers all over
the world have been very helpful in popularizing boarding schools. This is because the setting of
the story is based on boarding school adventures. There are many "adventures" in boarding
schools due to the long hours spent in the institution. It allows students to express what they want
at school. There are several advantages of Boarding School when compared to regular schools,
namely:

a. Plenary Education Program

Regular schools generally concentrate on academic activities, leaving many aspects of a child's
life untouched. This happens because of the limited time available in the management of

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educational programs in regular schools. On the contrary, boarding schools can design a
comprehensive-holistic educational program from religious education programs, academic
development, life skills (soft skills and hard skills) to building global insights. Even learning
does not only reach the theoretical level, but also implementation both in the context of learning
knowledge and learning to live.

b. Complete Facilities
Boarding schools have complete facilities; starting from school facilities, namely good learning
classes (air conditioning, 24 students, smart board, mini library, camera), laboratories, clinics,
sports facilities for all sports, libraries, gardens and green parks. While in the dormitory the
facilities are rooms (telephone, TV, air conditioning, hair dryer, towel holder, carpet throughout
the room, hand washing area, bathroom cabinet, clothes hanger and laundry cabinet, private
study area, refrigerator, fire detector, wall clock, table lamp, large mirror, spacious shelves,
emergency exit with automatic door. The kitchen facilities consist of: large table and chairs,
well-stocked cutlery and crockery, microwave, fridge, automatic kettle, sandwich maker, two
electric toasters, trash can, full cooking utensils, and comfortable chairs.

c. Qualified Teachers
Boarding schools generally specify more quality requirements for teachers when compared to
conventional schools. Intellectual, social, spiritual, and paedagogical-methodological skills as
well as the spirit of mudarris in every teacher in boarding schools. Plus foreign language skills:
English, Arabic, Mandarin, etc. Until now, in my judgment, boarding schools have not been able
to integrate school teachers with boarding teachers. There are still two very extreme poles
between educational activities and nurturing activities. Education is done by school teachers and
care is done by boarding teachers.

d. Conducive Environment
In boarding schools, all elements within the school complex are involved in the education
process. The actor is not only the teacher or it can be reversed that the teacher is not only the
subject teacher, but all adults in the boarding school are teachers. Students can no longer be
taught the languages of the sky, but students see firsthand the practice of life in various aspects.
Teachers are not only seen in the classroom, but also in their daily lives. So when we teach
foreign language discipline, for example, everyone from the sweeper to the principal speaks the
language. Likewise, in building a religious society, all elements involved implement religion
well.

e. Heterogeneous students
Boarding schools are able to accommodate students from various backgrounds with a high level
of heterogeneity. Students come from various regions that have very diverse social backgrounds,
cultures, intelligence levels, academic abilities. This condition is very conducive to building

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national insights and students are accustomed to interacting with their different peers so that it is
very good for children to train children's wisdom and appreciate plurality.

f. Safety Guarantee
Boarding schools make a total effort to keep their students safe. Hence, many boarding schools
adopt military education patterns to keep their students safe. Rules are made very rigid complete
with sanctions for violators. The list of "sins" are listed in such a way from minor, medium to
severe sins. Security guarantees are given by schools with a variety of bases, ranging from health
guarantees (no infectious diseases), no drugs, avoidance of promiscuity, and physical security
guarantees (fighting and hazing), as well as guarantees of the influence of cybercrime.

g. Quality Assurance
Boarding schools with comprehensive-holistic programs, complete facilities, qualified teachers,
and a conducive and controlled environment, can provide quality assurance when compared to
conventional schools. In boarding schools, Whether the child is smart or not, whether the child is
good or bad depends on the school because the child is with the school for 24 hours. Almost
certainly there are no other variables that "intervene" in the development and progress of
children's education, as in conventional schools which are still assisted by tutoring institutions,
course institutions and others. Boarding schools can provide individualized treatment, so that
each student can develop their individual talents and potentials.

Problems of Boarding Schools

Until now, boarding schools in my observation still have many problems that have not been
resolved, so that many boarding schools wither before developing and this happened in
pioneering boarding schools. The factors are as follows:

a. Unclear Boarding School Ideology

The problem is that the implementation of the ideology is not done kaffah. There are too many
improvisations that are biased and out of the ideological package or frame. It is also similar to
the nationalist ones, which do not adopt the patterns of military disciplinary education in a kaffah
manner, as a result there is violence in boarding schools. While the nationalist-religious one in
the practice of boarding school, the format is still unclear.

b. Dichotomy of school teachers vs. boarding teachers (nurturing)

Until now, boarding schools have struggled to find suitable teachers for boarding schools.
Teacher manufacturers (IKIP and former IKIP) do not "produce" boarding school teachers. As a
result, each school educates its own boarding school teachers according to the knowledge
possessed by the institution. The school (subject) teacher is tasked only to teach the subject,
while the nurturing teacher is alone only talking about nurturing. Ideally, both competencies

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should be inherent in boarding schools. This is important to avoid blame in the education process
between school teachers and boarding teachers.

c. Non-standard parenting curriculum

One of the things that distinguishes boarding schools is the curriculum. When it comes to the
academic curriculum, there is almost certainly little difference. Everything refers to the KTSP
curriculum produced by DEPDIKNAS with added enrichment or supplements to the
international curriculum and local content. But when it comes to parenting patterns, there is a
wide variety, from the very military (all-out discipline) to those that are too lenient. Both have
negative effects (Sartono Mukadis), military patterns give birth to students with a military-
military character and too soft creates a cunning character that can lead the student to play the
rules.

d. School and dormitory in one location

Boarding schools are usually located in one place and very close to each other. This condition
has contributed a lot in creating boredom in boarding schools. This factor (one of the factors) has
caused SMA Madania in Parung Bogor to rest its boarding school. Because according to
Komaruddin Hidayat (Executive Director of Madania), students should experience some kind of
process of going to school. This way, they can experience the atmosphere of leaving their home,
interacting with fellow students on the way, and seeing the activities of the community along the
way. This factor also caused IIEC Group to establish the International Islamic High School
Boarding Intermoda (IIHSBI), where schools and dormitories and other main facilities are not in
one place, so that students are required to have high mobility, good health and fitness, and can
read every phenomenon around them.

2.3 Inclusive Education

C. Inclusive Education
An education service system that opens, accommodates and provides opportunities for all
learners who have disorders and need special education services to follow education or learning
in the same class environment without discrimination.

According to the Regulation of the Indonesian Minister of National Education No. 70 of 2009
states that inclusive education is an education delivery system that provides opportunities for all
students who have abnormalities and have the potential for intelligence and / or special talents to
attend education or learning in one educational environment together with students in general.

Another definition according to the Regulation of the Minister of National Education of the
Republic of Indonesia No. 32 of 2008 concerning Standards for Academic Qualifications and
Teacher Competencies states that inclusive education is education that provides opportunities for

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students with special needs due to physical, emotional, mental, intellectual, social abnormalities,
and has the potential for intelligence and / or special talents to learn together with other students
in general education units and vocational education units by providing facilities and
infrastructure, educators, education personnel and curriculum tailored to the individual needs of
students.

The following are definitions and understanding of inclusive education from several source
books:

According to Garinda (2015), inclusive education is an education service system that provides
opportunities for all students who have disorders and have the potential for special intelligence or
talent to attend education or learning in one educational environment together with students in
general schools.

According to Illahi (2016), inclusive education is an education service system that requires all
children with disabilities to be served in nearby schools, in regular classes with their peers.
Through inclusive education, children with disabilities are educated with other children (normal)
to optimize their potential. And in inclusive education all children have the same rights and
learning opportunities as regular students.

According to Sumiyati (2011), inclusive education is an open education service system that
accommodates all students who need special education, special service education and other
students without discrimination by learning together.
According to Effendi (2008), inclusive education is the full placement of children with mild,
moderate and severe disabilities in regular classes. This shows that the regular class is a relevant
and open learning place for children with disabilities, whatever the disorder and whatever the
gradation.

Objectives of Inclusive Education

According to Budiyanto (2017), the objectives of inclusive education are divided into two,
namely the general objective is to provide the widest possible educational opportunities to all
children, especially children with special educational needs. While the specific objectives are to
increase effectiveness and efficiency in the delivery of education, improve the acquisition of
learning outcomes for all learners, increase the empowerment of local cultural values in all
education programs and increase the role of the three components (parents, community and
government) in the implementation of education.

According to Ilahi (2016), inclusive education aims to provide the widest possible opportunity
for all learners who have physical, emotional, mental and social abnormalities or have special
intelligence and talent potential to obtain quality education according to their needs and abilities.

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As well as realizing the implementation of education that respects diversity, and is not
discriminatory for all learners.

Meanwhile, according to Sumiyati (2011), the goals of inclusive education are: Fulfilling the
right to adequate education and providing the widest possible access for all children, including
children with special needs. The realization of equitable implementation of a decent and quality
learning system in accordance with the conditions, potential and needs of individual students.
The realization of the formation of social humans who become an integral part of the family,
society and nation. Principles of Inclusive Education According to Mudjito, et al (2012),
inclusive education has philosophical principles, namely as follows: All children have the right
to learn and play together. Children should not be looked down upon or differentiated based on
limitations or learning difficulties. There is no justifiable reason for separating children while
they are at school. Children belong to each other, not to be separated from one another.
Meanwhile, according to Budiyanto (2017), the principles of inclusive education are: Each child
belongs to a local community and to a class or group. The school day is packed with cooperative
learning tasks with educational diversity and the flexibility to choose to your heart's content.
Teachers work together and gain knowledge of general education, special and individual learning
techniques as well as training needs and how to appreciate diversity and individual differences in
classroom organization.

Characteristics of Inclusive Education According to Divine (2016), inclusive education has

special aspects or characteristics that differentiate it from others, namely as follows:

a. Flexible curriculum Curriculum adjustments in inclusive education place more emphasis on

how to give full attention to the needs of students, there needs to be curriculum adjustments
related to the mastery time for a number of lesson materials. Curriculum flexibility must be a top
priority in providing convenience to students who have not received the best educational services
to support their careers and future. For example, by providing material that suits their needs,
especially regarding students' undeveloped skills and potential.

b. Flexible learning approach In an inclusive class there are students who are diverse, one of
which is in terms of their ability to understand the learning material. Therefore, in implementing
inclusive education, an educator must be able to use an approach that can accommodate all
students without making it difficult for students with special needs according to their level of
ability.

c. Flexible evaluation system Assessment in inclusive education must be adapted to the needs of
students, including students with special needs. Educators must pay attention to the balance of
needs between students with special needs and other normal students. d. Friendly learning

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Friendly learning is very necessary to encourage the smooth implementation of inclusive
education. Students with special needs need support and motivation that can encourage them to
interact with the environment. Therefore, the main component required is a friendly
environment. Inclusive Education Models According to Darma and Rusyid (2013), there are
several models or forms of inclusive schools, namely as follows: Regular classes (full inclusion).
Children with special needs study with normal children all day long in regular classes using the
same curriculum. Regular classes with clusters. Children with special needs study with normal
children in regular classes in special groups. Regular classes with clusters and pull outs. Children
with special needs study with normal children in regular classes in special groups, and at certain
times are withdrawn from regular classes to other classes to study with special supervising
teachers. Custom classes with various integrations. Children with special needs study in special
classes at regular schools, but in certain areas they can study with normal children in regular
classes. Full special class. Children with special needs study in special classes at regular schools.
Benefits of Inclusive Education Inclusive education helps to ensure that children with and
without obstacles can grow and live together.

According to Garinda (2015), some of the benefits of inclusive education are as follows:

a. Benefits for students

• Children develop friendship, brotherhood, and learn how to play and interact with each
other.
• Children learn how to be tolerant of others.
• Children develop a more positive image of themselves and have a healthy attitude about
the uniqueness of others.
• Train and get used to appreciating and embracing differences by eliminating the culture
of labeling or negatively labeling others.
• Children learn models from people who succeed, despite their challenges and obstacles.
• Promotes self-confidence through acceptance and inclusion in the classroom.
• Children with special needs have the opportunity to learn new skills by observing and
imitating other children.
• Children are encouraged to be more resourceful, creative and cooperative.
b. Benefits for teachers
• Teachers develop professionally by developing new skills and broadening their
perspectives on child development.
• Teachers have the opportunity to learn about and develop partnerships with other
communities.
• Teachers learn to communicate more effectively by working as a team.
• Teachers build strong relationships with parents.
• Teachers strive to enhance their credibility as qualified professionals.

15
 • Teachers constantly develop creativity in managing learning in the classroom and outside
the classroom.
• Teachers are challenged to continuously learn through the differences faced in the
classroom.
• Teachers are trained and accustomed to having a positive, creative, innovative, flexible
and accommodating work culture towards all students with all differences.

c. Benefits for parents and families

• Become more aware of the learning system at school.
• Increase trust in teachers and schools.
• Strengthen the responsibility of children's education at school and at home.
• Knowing and following their children's learning progress.
• Become more open and friendly in working with teachers.
• Makes it easier to encourage children to study at school.
• All families should learn to learn more about child development.
• All families are happy to see their children making friends with a diverse group of
children.
• All families have the opportunity to teach their children about individual differences and
diversity.

d. Benefits for the community

• Controlling the implementation of inclusive education schools in the community.
• A community becomes more accepting and supportive of all people.
• A more diverse society is more creative and more open to possibilities and opportunities.
• Inclusive education helps children with special needs to become better prepared for the
responsibilities and rights of community life.
• The community becomes a source of learning and an increasingly open and friendly
partner with the school.

e. Benefits for the government

• Children with special needs receive equal educational rights and wider educational
opportunities.
• Accelerate the completion of the 9-year compulsory basic education program based on
the principles of democracy, justice and non-discrimination.

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 CHAPTER III

CONCLUSION

3.1 CONCLUSION

Conclusions about education, including:

1. Education is an essential component of human development and social progress.

2. Access to education is a fundamental human right and a prerequisite for sustainable

development.

3. Education plays a pivotal role in shaping the future of individuals, communities, and societies.

4. Successful education requires a commitment to excellence, innovation, and continuous

improvement.

5. Education is a lifelong process that requires lifelong learning and continuous self-
improvement.

6. Successful education is a collaborative effort involving learners, educators, parents,

government, and society as a whole.

7. Education can empower individuals and communities by providing them with the knowledge,
skills, and values necessary for success in a rapidly changing world.

8. Education can foster inclusivity, diversity, and social justice, and build a more sustainable and
equitable world.

9. Education can create a foundation for personal growth and individual fulfillment, as well as
contribute to the development of a cohesive and harmonious society.

10. Education is a cornerstone of sustainable development and a vital investment in the future of
humankind.

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