Strategi Manajemen Peserta Didik Berkebutuhan Khusus di MIS Cendekia Berseri Kota Makassar

Muhammad Syakir Firman; Ahmad Afiif; Nur Khalisah Latuconsina; Yuspina Yuspina; Awaliah Musgamy

doi:10.47625/fitrah.v17i2.1397

Muhammad Syakir Firman UIN Alauddin Makassar, Indonesia
Ahmad Afiif UIN Alauddin Makassar, Indonesia
Nur Khalisah Latuconsina UIN Alauddin Makassar, Indonesia
Yuspina Yuspina UIN Alauddin Makassar, Indonesia
Awaliah Musgamy UIN Alauddin Makassar, Indonesia

DOI: https://doi.org/10.47625/fitrah.v17i2.1397

Keywords: Manajemen Peserta Didik, Peserta Didik Berkebutuhan Khusus, Pendidikan Inklusif, Madrasah Inklusif, Kolaborasi Sekolah–Keluarga

Abstract

This study aims to analyze the management strategies for students with special needs at MIS Cendekia Berseri, Makassar City, focusing on planning, organizing, implementation, supervision, and evaluation. The study employed a descriptive qualitative approach, with data collected through observation, interviews, and documentation. The findings reveal that the management of students with special needs is implemented as an interconnected process. Planning begins with identifying students’ characteristics, abilities, learning barriers, and social-emotional conditions as the basis for determining appropriate educational services. Organizing involves the division of roles and coordination among the madrasah principal, classroom teachers, support teachers, educational staff, and parents. Implementation is carried out through flexible and adaptive learning, personalized approaches, and individualized assistance tailored to students’ needs. Supervision and evaluation are conducted continuously by monitoring students’ academic progress, behavior, learning engagement, and social abilities, complemented by ongoing communication between the school and families. The study also identifies several challenges, including diverse student characteristics, limited attention spans, the need for intensive assistance, and tantrum behavior among some students. The findings demonstrate a management pattern encompassing needs identification, role distribution and coordination, instructional adaptation and individualized support, progress monitoring, feedback, and service adjustment. The study concludes that managing students with special needs within an inclusive madrasah requires an integrated management approach that is adaptive, collaborative, and responsive to individual needs, with school–family partnerships playing a critical role in ensuring the continuity of educational support.

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