HAMBATAN INKLUSI MAHASISWA DIFABEL DALAM KULIAH KERJA NYATA (KKN) DI UIN SUNAN KALIJAGA YOGYAKARTA

Arif Maftuhin

Abstract


Penelitian ini berawal dari upaya UIN Sunan Kalijaga untuk mewujudkan pendidikan tinggi inklusif. Tujuan penelitian untuk mengidentifikasi hambatan-hambatan mahasiswa difabel dalam mengikuti program KKN (Kuliah Kerja Nyata). Penelitian mengambil kasus KKN Angkatan 93 yang diselenggarakan pada Juli-Agustus 2017 dan diikuti oleh delapan mahasiswa difabel. Penelitian menggunakan pendekatan kualitatif untuk mengidentifikasi tujuh jenis hambatan inklusi yang ditemui mahasiswa selama persiapan, penerjunan, pelaksanaan, dan penyelesaian KKN. Penelitian berkesimpulan bahwa hambatan yang dialami oleh mahasiswa adalah hambatan lingkungan fisik dan hambatan komunikasi ang terutama dialami oleh mahasiswa tunadaksa dan mahasiswa Tuli. Dalam hal lain, mahasiswa difabel dapat mengikuti KKN dengan baik, terlibat secara aktif dalam kelompok dan masyarakat. Panitia KKN, teman sekelompok, dan masyarakat setempat relatif dapat menerima dan akomodatif terhadap kebutuhan mereka.

 

This research is aimed at identifying barriers in the implementation of an inclusive service-learning program (KKN) at the State Islamic University of Sunan Kalijaga, a self-determined and pioneer of inclusive higher education in Indonesia. The case of this study is the 93rd batch KKN organized in July-August 2017, in which 8 students with disabilities were involved. This is a qualitative study to elaborate seven barriers to inclusion faced by students with disabilities during the preparation, the field-implementation, and the post implementation of the service learning program. The research found that KKN 93 was a relatively inclusive with few barriers found in seven areas. The most prominent barriers are environmental and communication barriers, faced particularly by handicapped and deaf students.

Keywords


Katak kunci: Kuliah kerja Nyata; Mahasiswa Difabel; Hambatan KKN; KKN inklusif; Service Learning, Students with Disabilities; Inclusive Higher Education

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DOI: http://dx.doi.org/10.21043/edukasia.v12i2.2735

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