Ketidaksesuaian Kualifikasi Guru Pembimbing Khusus (GPK) Dengan Kebijakan Pendidikan Inklusif di Sekolah Swasta

Qita Riambada Tsurayya Dewi; Ahmad Nurabadi; Rochmawati Rochmawati

doi:10.71094/vkj.v3i4.205

Authors

Qita Riambada Tsurayya Dewi Program Studi Manajemen Pendidikan, Universitas Negeri Malang, Indonesia
Ahmad Nurabadi Program Studi Manajemen Pendidikan, Universitas Negeri Malang, Indonesia
Rochmawati Program Studi Manajemen Pendidikan, Universitas Negeri Malang, Indonesia

DOI:

https://doi.org/10.71094/vkj.v3i4.205

Keywords:

Inclusive Education, Special Education Teacher, Teacher Qualification, Education Policy, Private School

Abstract

This study aims to analyze the mismatch between the qualifications of Special Education Teachers (Guru Pembimbing Khusus/GPK) and the legal framework of inclusive education in Indonesia, particularly in private schools. Although GPK qualification standards are clearly regulated in Permendiknas Number 70 of 2009, discrepancies frequently occur in practice. This study employs a Systematic Literature Review (SLR) by examining national and international journal articles, policy documents, and official reports related to inclusive education and GPK qualifications. The analysis focuses on differences in GPK recruitment practices between public and private schools, factors contributing to qualification mismatch, and its implications for educational services for children with special needs. The findings indicate that public schools generally employ GPK with Special Education (PLB) backgrounds in accordance with regulations, while private schools often recruit non-PLB graduates due to limited availability of qualified personnel and institutional flexibility. This mismatch affects the quality of assessment, individualized education planning, and curriculum adaptation. The study concludes that a significant gap exists between regulatory standards and field implementation, highlighting the need for strengthened training, certification, and policy supervision to ensure effective and equitable inclusive education.

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