Strategi Pengembangan Model Pembiayaan Pendidikan Inklusi : Solusi Dukungan Finansial Berkelanjutan
DOI:
https://doi.org/10.37481/jmh.v5i2.1408Keywords:
Inclusive Education, Education Funding, Financial Support, Development Strategy, Budget AllocationAbstract
Inclusive education is increasingly recognized as a fundamental aspect of equitable and quality education for all. However, its implementation often faces financial challenges, particularly in ensuring sufficient resources to accommodate learners with diverse needs, including those with disabilities. The urgency of this research lies in the growing demand for inclusive educational practices and the lack of sustainable financial models to support them effectively. This study aims to develop a sustainable funding model strategy for inclusive education by exploring innovative financial solutions such as public-private partnerships, community fundraising initiatives, and more efficient budget allocation mechanisms. Utilizing qualitative methods including case studies, policy analysis, and in-depth interviews with policymakers, educators, and financial experts this research reveals that inclusive education funding can be significantly improved through collaborative and diversified funding sources. The findings show that successful implementation often involves multi-stakeholder engagement, transparency in fund management, and adaptive financial planning. The implications of this research are far-reaching. It provides practical and scalable recommendations for policymakers, educational institutions, and non-governmental organizations to design and implement funding strategies that are both sustainable and equitable. These strategies not only improve access to inclusive education but also strengthen the overall quality and resilience of education systems, particularly in under-resourced regions.
References
Almarhalah, A. (2023). Menjaga Akses Pendidikan yang Adil: Tantangan dan Solusi dalam Pembiayaan Pendidikan di Indonesia. Almarhalah: Jurnal Pendidikan Islam, 7(2).
Dewantara, K. H. (2023). Definisi Pendidikan Menurut Ki Hadjar Dewantara. Kemdikbud. https://kemdikbud.my.id/definisi-pendidikan-menurut-ki-hadjar-dewantara.html
Fihana, M. Y. O. (2024). Strategi dan Konsep Teoritis dalam Pembiayaan Pendidikan di Indonesia. Nusantara: Jurnal Pendidikan Indonesia, 4(1), 189–208.
Hakeu, F., Djahuno, R., & Zakarina, U. (2020). Transformasi Pembelajaran dalam Pengembangan Model Pendidikan Inklusif Bagi Anak Berkebutuhan Khusus. Journal of Elementary Educational Research, 3(2).
Masyhura, S. (2023). Model Pembiayaan Pendidikan di Sekolah: Menuju Keberlanjutan dan Inklusivitas Pendidikan. JIP: Jurnal Ilmu Pendidikan.
Munajah, R., Marini, A., & Sumantri, M. S. (2021). Implementasi Kebijakan Pendidikan Inklusi di Sekolah Dasar. Jurnal Basicedu, 5(3), 1183–1190.
Pristiwanti, D., Badariah, B., Hidayat, S., & Dewi, R. S. (2022). Pengertian Pendidikan. Jurnal Pendidikan dan Konseling (JPDK), 4(6), 7911–7915. https://doi.org/10.31004/jpdk.v4i6.9498.
Purba, A. W. A., Situmeang, N. T. F. N., Fitriani, D., Febry, K., Sihombing, F., & Siregar, Y. R. (2023). Problematika Pembiayaan Pendidikan di Sekolah. JURNAL EDUKASI NONFORMAL, 4(1), 324–334.
Rahayuningtias, Z. D. (2021). Penerapan Model Pengembangan Kurikulum PAI SMA Negeri 1 Batu Engau. SOKO GURU: Jurnal Ilmu Pendidikan, 1(2), 72–80.
Rohmawati, O., Poniyah, P., & Adiyono, A. (2023). Implementasi Supervisi Pendidikan Sebagai Sarana Peningkatan Kinerja Guru Dalam Kegiatan Belajar Mengajar. Jurnal Pendidikan Dan Keguruan, 1(3), 108–119.
Safitri, I. N., & Adiyono, A. (2023). Model Pendidikan Karakter Interaktif (Transformasi Disiplin Siswa Melalui Kreativitas Pembelajaran). JIP: Jurnal Ilmu Pendidikan, 1(6), 977–991.
Sapitri, N., & Adiyono, A. (2023). Harmony of Taḥsīn. International Journal of Teaching and Learning, 1(4), 484–499.
Saraya, A., Mardhatillah, A., & Fitriani, E. N. (2023). Educational Supervision of The Efforts Made Madrasah Family in Mts Al-Ihsan in Increasing The Professionalism of Teachers Teacher Professionalism. Cendekia: Jurnal Pendidikan dan Pembelajaran, 17(1), 16–29.
Saraya, A., Mardhatillah, A., Fitriani, E. N., & Adiyono, A. (2023). The Role of Islamic Religious Education Teachers: Problems in Evaluating Student Learning Outcomes in Junior High Schools. Dharmas Education Journal (DE_Journal), 4(2), 565–572.
Siregar, M. S. (2020). Strategi Pembiayaan Pendidikan Berbasis Filantropi Islam dalam Memberdayakan Anak Yatim di Yayasan Yatim Mandiri Surabaya. J-MPI (Jurnal Manajemen Pendidikan Islam), 5(1).
Sitanggang, A. R., Puteri, A., Nduru, E. B., Fazira, E. M. T., Anggriana, F., Nainggolan, I. B., et al. (2025). Optimalisasi Pendidikan Inklusi di Indonesia: Tantangan, Permasalahan, dan Strategi Peningkatan Mutu. Jurnal Nakula: Pusat Ilmu Pendidikan, Bahasa dan Ilmu Sosial, 3(2), 217–234.
Suparmin, S., & Adiyono, A. (2023). Implementasi Model Supervisi Distributif dalam Meningkatkan Profesionalisme Guru PAI. Permata: Jurnal Pendidikan Agama Islam, 4(2), 143–169.
Utama, A. H. (2021). Model Desain Penyelenggaraan Pendidikan Inklusif. Edudikara: Jurnal Pendidikan dan Pembelajaran, 6(3).
Wardhani, N. W., & Andika, M. F. F. (2021). Inclusive Education and Social Justice for All Indonesians. Advances in Social Science, Education and Humanities Research, 619, 135–139.
