REALIZE INCLUSIVE EDUCATION FOR LEARNING EQUITY FOR ALL INDONESIAN SOCIETY

Education is a basic right of every citizen without discrimination, guaranteed in Article 31, paragraphs 1 and 2 of the 1945 Constitution. Paragraph one states that every citizen has the right to receive a decent education. Paragraph two states that every citizen is obliged to attend basic education, and the government is obliged to finance it. This means that every Indonesian citizen, without exception, must receive a decent education. Indonesia's population of 286,693,693 is required to receive a decent education. However, in reality, many groups in Indonesia still do not have access to equal and quality education, especially children with special needs, indigenous communities, and those living in remote and underdeveloped areas. Therefore, the implementation of inclusive education is a strategic step to realize learning justice for all levels of society. Inclusive education is an approach that emphasizes acceptance and respect for diversity, and provides equal opportunities for all students to learn and develop according to their respective potential. The Prabowo Subianto administration's commitment to education by building public schools is a manifestation of upholding the mandate of the 1945 Constitution. Public schools are the government's focus in providing facilities for children to access good education. Part of the efforts of inclusive education in equal distribution of education throughout Indonesia. Inclusive education is an educational approach oriented towards providing equal, fair, and adaptive learning services for all students without exception, including those with special needs, from low economic backgrounds, or living in 3T (Disadvantaged, Frontier, and Outermost) areas. This study aims to analyse the role of inclusive education in realizing learning equity in Indonesia and identify challenges and strategies for its implementation at various levels of education. The method used in this study is a literature review (library research) and analysis of inclusive education policies in Indonesia, which is strengthened by secondary data from government reports and international institutions such as UNESCO and UNICEF. The results of the analysis show that although inclusive education policies have begun to be implemented through Permendikbud No. 70 of 2009, its implementation still faces various serious challenges, including: a lack of teachers competent in inclusive teaching, limited supporting infrastructure, and low public awareness of the importance of inclusive education. On the other hand, several schools that have implemented an inclusive approach have consistently shown significant increases in the learning participation of children with special needs and increased social empathy among students. Strategies proven effective in promoting the success of inclusive education include: intensive training for teachers and educational staff, flexible and differentiation-based curriculum development, the use 1of technology as a learning tool, and strengthening synergies between the government, schools, and communities. This study concludes that inclusive education is not only a pedagogical approach but also a strategic instrument for building social justice and equality in education. Therefore, a joint commitment across sectors is needed to accelerate the implementation of inclusive education comprehensively throughout Indonesia.

Keywords: inclusive education, learning equity, children with special needs, educational equality, educational policy.